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110
In fact, rates were even worse for minority students of color: only 26% Black
students and 22% Latino students successfully transferred to a four-year school compared
to 37% Whites and 35% Asian. The disparity in transfer and success rates for specific
student subgroups underscores the importance of addressing the two-year to four-year
college pathway between GUSD and GCC.
In order to maximize the success for community college transfer rates to four-year
institutions and colleges, an innovative program is needed in which a K-12 school district
works collaboratively with a local community college by monitoring student progress and
achievement. The foundation of this relationship can be established through an
articulation between K-12 and two-year colleges, and the effective use of data to identify
and monitor student postsecondary success. A collaborative relationship between K-12
public schools and two-year community colleges will ultimately result in a more seamless
transition for high school students and lead to improved transfer rates to four-year
institutions.
Improving Vertical K-16 Articulation
Research demonstrates that a lack of articulation between K-12 and higher
education institutions undoubtedly affects minority students’ transition from high school
to college (Gandara, 2002). In fact, greater coherence in content, knowledge and skills,
and assessments between K-12 school districts and institutions of higher education is
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 116 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 110 In fact, rates were even worse for minority students of color: only 26% Black students and 22% Latino students successfully transferred to a four-year school compared to 37% Whites and 35% Asian. The disparity in transfer and success rates for specific student subgroups underscores the importance of addressing the two-year to four-year college pathway between GUSD and GCC. In order to maximize the success for community college transfer rates to four-year institutions and colleges, an innovative program is needed in which a K-12 school district works collaboratively with a local community college by monitoring student progress and achievement. The foundation of this relationship can be established through an articulation between K-12 and two-year colleges, and the effective use of data to identify and monitor student postsecondary success. A collaborative relationship between K-12 public schools and two-year community colleges will ultimately result in a more seamless transition for high school students and lead to improved transfer rates to four-year institutions. Improving Vertical K-16 Articulation Research demonstrates that a lack of articulation between K-12 and higher education institutions undoubtedly affects minority students’ transition from high school to college (Gandara, 2002). In fact, greater coherence in content, knowledge and skills, and assessments between K-12 school districts and institutions of higher education is |
