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108
One study shows that earlier implementation of this model in elementary school
or middle school has shown to be more successful than at the high school level, and has
longer-lasting effects on the development of students’ social and academic capital (Juan
and Colyar, 2002). Another study conducted by May and Supovitz (2006) indicated
America’s Choice schools helped reduce the minority achievement gap with significant
improvement amongst Hispanic and African American students.
The Coalition of Essential Schools (CES) was designed to create strong
relationships between students and adults, which ultimately raises the level of social
capital for underrepresented minority students (Sizer, 1986; Malloy, 1997; Martinez and
Klopott, 2005). CES provides strong academic and social support, and places a high
value on family participation and teacher collegiality (Martinez and Klopott, 2005).
Studies done on the first five years of CES’ implementation in New York City show that
graduation and college-going rates were higher, and dropout rates were lower than the
rest of the city (Martinez and Klopott, 2005).
The Schools-within-Schools model is yet another smaller learning community
model that can also be created or applied to existing career academies with the intent on
raising students’ social capital.
By increasing academic rigor and expectations, academy students are assured of
acquiring subject mastery and skill attainment and improved prospects of continuing their
postsecondary education. Students who participate in learning communities can develop
strong goal orientation, motivation, and self-regulation (Dodge and Kendall, 2004).
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 114 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 108 One study shows that earlier implementation of this model in elementary school or middle school has shown to be more successful than at the high school level, and has longer-lasting effects on the development of students’ social and academic capital (Juan and Colyar, 2002). Another study conducted by May and Supovitz (2006) indicated America’s Choice schools helped reduce the minority achievement gap with significant improvement amongst Hispanic and African American students. The Coalition of Essential Schools (CES) was designed to create strong relationships between students and adults, which ultimately raises the level of social capital for underrepresented minority students (Sizer, 1986; Malloy, 1997; Martinez and Klopott, 2005). CES provides strong academic and social support, and places a high value on family participation and teacher collegiality (Martinez and Klopott, 2005). Studies done on the first five years of CES’ implementation in New York City show that graduation and college-going rates were higher, and dropout rates were lower than the rest of the city (Martinez and Klopott, 2005). The Schools-within-Schools model is yet another smaller learning community model that can also be created or applied to existing career academies with the intent on raising students’ social capital. By increasing academic rigor and expectations, academy students are assured of acquiring subject mastery and skill attainment and improved prospects of continuing their postsecondary education. Students who participate in learning communities can develop strong goal orientation, motivation, and self-regulation (Dodge and Kendall, 2004). |
