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121
teachers, and counselors held varying beliefs about whether it existed on their respective
campuses. It was evident that a college-going culture was not established district-wide.
In order to align work processes and hold expectations for all students, it is
recommended that GUSD create and communicate explicit goals to improve the overall
number of students pursuing and matriculating into a four-year college.
By establishing district-wide goals, schools sites and their agents will have a
common base and hear a common message regarding their work to increase access and
create college-going cultures. In effect, there will be greater clarity regarding the
importance of and improving four-year college pathway.
The research on Professional Learning Communities indicate that effective goals
are results-oriented, help clarify priorities, establish indicators of progress and embed
continuous improvement throughout the organization (Dufour, Dufour, Eaker, and Many,
2006). Clear and compelling organizational goals cascade down to work processes and
clarify the tasks and objectives that employees must set out to accomplish. When
organizational goals are undefined or unaligned with work processes, gaps in
performance can occur and stunt achievement of organizational goals.
Effective performance goals are concrete, challenging and current, and support
achievement of organizational goals. In fact, workplace performance is more effective
when goals are well understood and individuals can determine the cause of gaps between
current and desired performance (Clark and Estes, 2002). Based on extensive interviews,
Glendale Unified School District (GUSD) lacks clearly defined goals or targets as it
relates to graduating students’ postsecondary educational aspirations, particularly
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 127 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 121 teachers, and counselors held varying beliefs about whether it existed on their respective campuses. It was evident that a college-going culture was not established district-wide. In order to align work processes and hold expectations for all students, it is recommended that GUSD create and communicate explicit goals to improve the overall number of students pursuing and matriculating into a four-year college. By establishing district-wide goals, schools sites and their agents will have a common base and hear a common message regarding their work to increase access and create college-going cultures. In effect, there will be greater clarity regarding the importance of and improving four-year college pathway. The research on Professional Learning Communities indicate that effective goals are results-oriented, help clarify priorities, establish indicators of progress and embed continuous improvement throughout the organization (Dufour, Dufour, Eaker, and Many, 2006). Clear and compelling organizational goals cascade down to work processes and clarify the tasks and objectives that employees must set out to accomplish. When organizational goals are undefined or unaligned with work processes, gaps in performance can occur and stunt achievement of organizational goals. Effective performance goals are concrete, challenging and current, and support achievement of organizational goals. In fact, workplace performance is more effective when goals are well understood and individuals can determine the cause of gaps between current and desired performance (Clark and Estes, 2002). Based on extensive interviews, Glendale Unified School District (GUSD) lacks clearly defined goals or targets as it relates to graduating students’ postsecondary educational aspirations, particularly |
