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122
advancement towards a four-year university education. In addition to GUSD’s powerful
goals related to student achievement via the Focus on Results initiative, it is
recommended that powerful goals be created to raise eligibility, participation, and
success rates to four-year universities.
This can be accomplished through the production of SMART goals, which will
contribute to greater clarity in defining and understanding organizational four-year
college goals (Dufour et al, 2006). SMART goals follow a simple acronym: Strategic
and Specific, Measurable, Attainable, Results-Oriented, and Timebound.
Altogether, effective SMART goals that address four-year college access will
create greater clarity across the organization concerning increasing postsecondary access
for their students. In effect, work processes (i.e. counseling services, enrollment in
rigorous coursework, outreach programs, etc.) stand to take priority and improve when
school agents have a clear mandate to follow as to who and how many graduating
students are expected to enter four-year universities.
A well-designed SMART goal that addresses four-year college participation can
juxtapose GUSD’s current reality against goals for closing four-year college gaps. Below
are two examples of specific SMART goals to address college participation:
Reality: In the 2008-2009 school year (based on SARC data), 47% of GUSD
graduating students met UC ‘a-g’ eligibility requirements.
GUSD Goal: In the next three years, GUSD will increase the percentage of
students meeting UC ‘a-g’ eligibility requirements to 75%.
Reality: In the 2008-2009 school year, 23% of GUSD students matriculated to
UC/CSU out of a total 47% graduating students who met eligibility requirements.
GUSD goal: This year, GUSD will close the eligibility-matriculation gap (the gap
between those students meeting UC eligibility and those students who
successfully matriculating into UC) by 5%.
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 128 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 122 advancement towards a four-year university education. In addition to GUSD’s powerful goals related to student achievement via the Focus on Results initiative, it is recommended that powerful goals be created to raise eligibility, participation, and success rates to four-year universities. This can be accomplished through the production of SMART goals, which will contribute to greater clarity in defining and understanding organizational four-year college goals (Dufour et al, 2006). SMART goals follow a simple acronym: Strategic and Specific, Measurable, Attainable, Results-Oriented, and Timebound. Altogether, effective SMART goals that address four-year college access will create greater clarity across the organization concerning increasing postsecondary access for their students. In effect, work processes (i.e. counseling services, enrollment in rigorous coursework, outreach programs, etc.) stand to take priority and improve when school agents have a clear mandate to follow as to who and how many graduating students are expected to enter four-year universities. A well-designed SMART goal that addresses four-year college participation can juxtapose GUSD’s current reality against goals for closing four-year college gaps. Below are two examples of specific SMART goals to address college participation: Reality: In the 2008-2009 school year (based on SARC data), 47% of GUSD graduating students met UC ‘a-g’ eligibility requirements. GUSD Goal: In the next three years, GUSD will increase the percentage of students meeting UC ‘a-g’ eligibility requirements to 75%. Reality: In the 2008-2009 school year, 23% of GUSD students matriculated to UC/CSU out of a total 47% graduating students who met eligibility requirements. GUSD goal: This year, GUSD will close the eligibility-matriculation gap (the gap between those students meeting UC eligibility and those students who successfully matriculating into UC) by 5%. |
