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117
student access and transfer rates. As an example, the retention perspective can be used to
measure the current level of underrepresented students’ participation/retention in rigorous
programs, such as math and engineering (i.e. retain only 20 out of 100 students), and
place an improvement target to see growth of underrepresented students in this area (i.e.
improve retention to 40 out of 100 students).
Finally, the equity point could be represented as a percentage of underrepresented
students who are successfully retained in the program proportionate to their population
both in the program and school-wide.
Altogether, the diversity scorecard will create opportunities between a community
college and K-12 school district to utilize existing data into actionable knowledge that
will mutually benefit both institutions’ students. For our purposes, this framework allows
institutional leaders at GUSD and GCC to develop evidence-based practice to evaluate
the condition of GUSD students’ matriculation into GCC and to provide concrete data on
specific areas of improvement to enhance student success at GCC and beyond.
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 123 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 117 student access and transfer rates. As an example, the retention perspective can be used to measure the current level of underrepresented students’ participation/retention in rigorous programs, such as math and engineering (i.e. retain only 20 out of 100 students), and place an improvement target to see growth of underrepresented students in this area (i.e. improve retention to 40 out of 100 students). Finally, the equity point could be represented as a percentage of underrepresented students who are successfully retained in the program proportionate to their population both in the program and school-wide. Altogether, the diversity scorecard will create opportunities between a community college and K-12 school district to utilize existing data into actionable knowledge that will mutually benefit both institutions’ students. For our purposes, this framework allows institutional leaders at GUSD and GCC to develop evidence-based practice to evaluate the condition of GUSD students’ matriculation into GCC and to provide concrete data on specific areas of improvement to enhance student success at GCC and beyond. |
