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112
Dual enrollment programs offer the least threatening (to school systems) path to
providing opportunities for students to learn (Adelman, 2002). Schools use dual
enrollment programs to encourage college preparedness and to help reduce the cost of
remedial courses in higher education (Martinez & Klopott, 2005).
The dual enrollment programs with the community colleges will provide valuable
skills and knowledge to students prior to their enrollment in college. Furthermore, it
provides the students with a seamless transition from high school to college.
Another program that benefits the K-16 vertical pipeline is Tech Prep 2+2
Articulation, which awards college credit to students enrolled in a high school course that
contains the same agreed upon course content with an equivalent college course. Studies
indicate that underrepresented students involved in Tech Prep are more apt to benefit
because the academic program is tied to real-world learning experiences (Martinez and
Klopott, 2005). A third program- GEAR UP (Gaining Early Awareness and Readiness
for Undergraduate Programs)- is a federally funded intervention program that helps
increase the number of low-income minority students entering a postsecondary
institution. The uniqueness of this program is found in its early outreach: students in the
middle grades are targeted for support and provided mentoring, tutoring and guidance
opportunities.
In addition to programmatic concepts that seek to best prepare high school
students for college, a partnership between K-12 and a two-year institution is needed to
help facilitate this outcome. In 2003, the California State University (CSU) Board of
Trustees launched the Campus Actions to Facilitate Graduation initiative in order to
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 118 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 112 Dual enrollment programs offer the least threatening (to school systems) path to providing opportunities for students to learn (Adelman, 2002). Schools use dual enrollment programs to encourage college preparedness and to help reduce the cost of remedial courses in higher education (Martinez & Klopott, 2005). The dual enrollment programs with the community colleges will provide valuable skills and knowledge to students prior to their enrollment in college. Furthermore, it provides the students with a seamless transition from high school to college. Another program that benefits the K-16 vertical pipeline is Tech Prep 2+2 Articulation, which awards college credit to students enrolled in a high school course that contains the same agreed upon course content with an equivalent college course. Studies indicate that underrepresented students involved in Tech Prep are more apt to benefit because the academic program is tied to real-world learning experiences (Martinez and Klopott, 2005). A third program- GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs)- is a federally funded intervention program that helps increase the number of low-income minority students entering a postsecondary institution. The uniqueness of this program is found in its early outreach: students in the middle grades are targeted for support and provided mentoring, tutoring and guidance opportunities. In addition to programmatic concepts that seek to best prepare high school students for college, a partnership between K-12 and a two-year institution is needed to help facilitate this outcome. In 2003, the California State University (CSU) Board of Trustees launched the Campus Actions to Facilitate Graduation initiative in order to |
