Page 117 |
Save page Remove page | Previous | 117 of 194 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
111
needed in order to see student success in postsecondary education. Unfortunately, once
students are accepted into college- two- or four-year institutions- far too many students
are not prepared for the advanced work required of them.
Almost half of all incoming college freshmen take at lease one remedial course
(Haycock et al, 1999), which results in a large percentage of students prolonging their
start to core general education courses, and potentially stunting their prospects for
transferring to a four-year institution.
In essence, students’ inadequate preparation for college contributes to a high
percentage of dropouts: a full one third of freshmen in four-year colleges won’t make it
to their sophomore year, while nearly half at community colleges will not return for their
sophomore year (Haycock, et al., 1999; Haycock and Huang, 2001; Carey, 2004).
Martinez and Klopott (2005) highlight several programs that address K-12 and
postsecondary curricular alignment, and provide students the best opportunity for
postsecondary preparation and success. Dual enrollment offers high school students the
opportunity to concurrently enroll in college courses. Students enrolled in dual credit
courses are exposed to rigorous college curricula that serve as a continuum between high
school and college level coursework. Dual enrollment programs can be advantageous for
students because college credits can be earned without passing an examination, as
required by Advanced Placement courses (Dowd, 2003). Studies show students who
participated in dual enrollment programs have, on average, a higher GPA, higher
postsecondary aspirations, higher participation in postsecondary education, as well as
higher retention rates in postsecondary education (Martinez & Klopott, 2005).
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 117 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 111 needed in order to see student success in postsecondary education. Unfortunately, once students are accepted into college- two- or four-year institutions- far too many students are not prepared for the advanced work required of them. Almost half of all incoming college freshmen take at lease one remedial course (Haycock et al, 1999), which results in a large percentage of students prolonging their start to core general education courses, and potentially stunting their prospects for transferring to a four-year institution. In essence, students’ inadequate preparation for college contributes to a high percentage of dropouts: a full one third of freshmen in four-year colleges won’t make it to their sophomore year, while nearly half at community colleges will not return for their sophomore year (Haycock, et al., 1999; Haycock and Huang, 2001; Carey, 2004). Martinez and Klopott (2005) highlight several programs that address K-12 and postsecondary curricular alignment, and provide students the best opportunity for postsecondary preparation and success. Dual enrollment offers high school students the opportunity to concurrently enroll in college courses. Students enrolled in dual credit courses are exposed to rigorous college curricula that serve as a continuum between high school and college level coursework. Dual enrollment programs can be advantageous for students because college credits can be earned without passing an examination, as required by Advanced Placement courses (Dowd, 2003). Studies show students who participated in dual enrollment programs have, on average, a higher GPA, higher postsecondary aspirations, higher participation in postsecondary education, as well as higher retention rates in postsecondary education (Martinez & Klopott, 2005). |
