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105
highly engaged in the classroom, that student’s diverse backgrounds, both ethnically and
linguistically, are addressed in the curriculum, and teacher-student interactions are more
personalized (Jones, Yonezawa, Ballesteros, & Mehan, 2002; Datnow, Borman,
Stringfield, Overman, & Castellano, 2003).
Strategic Intervention For Underrepresented Minority Subgroups
College preparation programs that simultaneously focus on academic preparation
and cultural enrichment provide the best possible postsecondary outcomes for minority
students of color (Villalpando and Solorzano, 2002). Students’ cultural capital is raised
when a concerted effort is given to recognizing that minority students’ culture brings a
wealth of value and is considered an asset to their college-going aspirations. The
following programs that effectively link academic preparation with a cultural wealth
worldview have brought improved college-going outcomes for minority students:
placement of underrepresented students into college prep academic tracks; promises of
financial aid; ethnic-specific college prep and mentoring programs; and, summer bridge
programs that link students of color with colleges (Villalpando and Solorzano, 2002).
Although it is the practice of counselors, teachers, and administrators to talk to
students about college and college requirements, many low socioeconomic, minority, and
immigrant students are not college familiar and are unlikely to have participated in
activities that would get them college ready (Hagedorn and Tierney, 2002).
Object Description
| Title | Improving college participation success in Glendale Unified School District: An application of the gap analysis model |
| Author | Cassady, Dawn Marie |
| Author email | Kedwyn@aol.com; cassady@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-01-22 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-29 |
| Advisor (committee chair) | Marsh, David D. |
| Advisor (committee member) |
Rueda, Robert S. Arias, Robert J. |
| Abstract | From the time of Brown v. Board of Education, the role of education has been on the forefront of our social, political and economic landscape. Legislation such as the Elementary and Secondary Education Act and No Child Left Behind as well as publications like A Nation at Risk have all illustrated the lack of access, equity and achievement in American schools for the last fifty years. Currently, the United States has a 69% average high school graduation rate, which varies between subgroups and of those students only 57% continue their education in college.; Glendale Unified School District (GUSD) is a high-performing, large, urban school district that serves an economically and culturally diverse population. This project examined the root causes of the gaps in college going rates for all students as well as those of the underrepresented subgroups by applying the Clark and Estes (2005) gap analysis model. Gaps between goal achievement (college participation) and actual student performance were examined and then research-based solutions for closing the achievement gap and recommendations based on those solutions were recommended to the school district administrative team. |
| Keyword | secondary education; school reform; college access |
| Geographic subject | school districts: Glendale Unified School District |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 1954/2010 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3806 |
| Contributing entity | University of Southern California |
| Rights | Cassady, Dawn Marie |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Cassady-4360 |
| Archival file | uscthesesreloadpub_Volume14/etd-Cassady-4360.pdf |
Description
| Title | Page 111 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 105 highly engaged in the classroom, that student’s diverse backgrounds, both ethnically and linguistically, are addressed in the curriculum, and teacher-student interactions are more personalized (Jones, Yonezawa, Ballesteros, & Mehan, 2002; Datnow, Borman, Stringfield, Overman, & Castellano, 2003). Strategic Intervention For Underrepresented Minority Subgroups College preparation programs that simultaneously focus on academic preparation and cultural enrichment provide the best possible postsecondary outcomes for minority students of color (Villalpando and Solorzano, 2002). Students’ cultural capital is raised when a concerted effort is given to recognizing that minority students’ culture brings a wealth of value and is considered an asset to their college-going aspirations. The following programs that effectively link academic preparation with a cultural wealth worldview have brought improved college-going outcomes for minority students: placement of underrepresented students into college prep academic tracks; promises of financial aid; ethnic-specific college prep and mentoring programs; and, summer bridge programs that link students of color with colleges (Villalpando and Solorzano, 2002). Although it is the practice of counselors, teachers, and administrators to talk to students about college and college requirements, many low socioeconomic, minority, and immigrant students are not college familiar and are unlikely to have participated in activities that would get them college ready (Hagedorn and Tierney, 2002). |
