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123
Solution: Create and utilize scorecards or dashboards to monitor and set growth targets
for college readiness indicators.
In addition to explicit goals, it is recommended that Glendale Unified School
District closely examine and monitor overall college readiness factors through the
development of college readiness scorecards or dashboards.
The scorecard and dashboard concepts derive from research on quality control
and institutional accountability (O’Niel, Bensimon, Diamond, and Moore, 1999). This
innovation will provide district leaders “metrics of excellence” (O’Niel et al, 1999, p. 34)
to determine, monitor and set growth targets for specific factors that improve four-year
college participation. Examples of college readiness factors include:
• Graduation rate
• Enrollment and grades in higher-level coursework (i.e. Honors, AP, IB)
• Number of Advanced Placement enrollees and exams taken
• Percentage of Advanced Placement exams passed (scoring 3+)
• SAT number tested and total score > 1,500
• ACT number tested and total score > 21
• Percentage of graduates completing UC ‘a-g’ courses
A college readiness scorecard or dashboard provides visual graphics focusing on those
metrics that support college-going behavior.
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 129 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 123 Solution: Create and utilize scorecards or dashboards to monitor and set growth targets for college readiness indicators. In addition to explicit goals, it is recommended that Glendale Unified School District closely examine and monitor overall college readiness factors through the development of college readiness scorecards or dashboards. The scorecard and dashboard concepts derive from research on quality control and institutional accountability (O’Niel, Bensimon, Diamond, and Moore, 1999). This innovation will provide district leaders “metrics of excellence” (O’Niel et al, 1999, p. 34) to determine, monitor and set growth targets for specific factors that improve four-year college participation. Examples of college readiness factors include: • Graduation rate • Enrollment and grades in higher-level coursework (i.e. Honors, AP, IB) • Number of Advanced Placement enrollees and exams taken • Percentage of Advanced Placement exams passed (scoring 3+) • SAT number tested and total score > 1,500 • ACT number tested and total score > 21 • Percentage of graduates completing UC ‘a-g’ courses A college readiness scorecard or dashboard provides visual graphics focusing on those metrics that support college-going behavior. |
