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113
improve the transfer process for students from the California Community Colleges
(CCC), and provide a way to help students complete their bachelor’s degree (Engle and
Lynch, 2009). As part of the process, a memorandum of understanding was established
between CSU and CCC that all CSU institutions will accept courses completed at the
CCC within the Lower Division Transfer Pattern (LDTP): courses which clearly
delineated statewide and campus-specific requirements (Engle and Lynch, 2009). This
type of program between the CCC and CSU provides a rich model for school districts and
community colleges to follow: a memorandum of understanding between two institutions
who share common students with the common goal of successfully transferring students
out- a secondary to two-year to four-year college pathway. Top leadership within both
institutions could come to the table and discuss how a partnership between both
institutions could mutually benefit their stakeholders. For one, the school district could
see a greater number of their students better prepared for the community college setting,
and more “transfer-ready” to a four-year school. Likewise, the community college stands
to gain by receiving better-prepared students that need less remediation in their first year.
Across the nation, states and colleges are working together to develop a coherent
system of expectation and transfer for all high school students. For example, in
Massachusetts, two- and four-year colleges are using the English Language Arts section
of the state high school graduation assessment in place of writing placement exams
(Haycock et al., 1999). This practice can certainly be implemented in California. As an
example, while the California High School Exit Exam may have minimal cut scores for
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 119 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 113 improve the transfer process for students from the California Community Colleges (CCC), and provide a way to help students complete their bachelor’s degree (Engle and Lynch, 2009). As part of the process, a memorandum of understanding was established between CSU and CCC that all CSU institutions will accept courses completed at the CCC within the Lower Division Transfer Pattern (LDTP): courses which clearly delineated statewide and campus-specific requirements (Engle and Lynch, 2009). This type of program between the CCC and CSU provides a rich model for school districts and community colleges to follow: a memorandum of understanding between two institutions who share common students with the common goal of successfully transferring students out- a secondary to two-year to four-year college pathway. Top leadership within both institutions could come to the table and discuss how a partnership between both institutions could mutually benefit their stakeholders. For one, the school district could see a greater number of their students better prepared for the community college setting, and more “transfer-ready” to a four-year school. Likewise, the community college stands to gain by receiving better-prepared students that need less remediation in their first year. Across the nation, states and colleges are working together to develop a coherent system of expectation and transfer for all high school students. For example, in Massachusetts, two- and four-year colleges are using the English Language Arts section of the state high school graduation assessment in place of writing placement exams (Haycock et al., 1999). This practice can certainly be implemented in California. As an example, while the California High School Exit Exam may have minimal cut scores for |
