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125
disaggregated by subgroup. The following example looks at Advanced Placement
enrollment and pass rates overall at GUSD with a diversity component:
Table 10: AP Enrollment Diversity Scorecard Sample (not based on real percentages)
In the example above, the Yellow bar indicates the Baseline, or current percentage of
students enrolled in Advanced Placement. The Green bar indicates the Target, or
expected growth for the subgroup. Once targets have been reached, notice that the level
of Yellow and Green bars combined per subgroup creates a more equitable situation
across the site. Meaning, gaps in opportunity closed from a high of 30% (between Asians
and Hispanics) to a more equitable gap of 15%.
Diversity scorecards provide school and district officials an opportunity to
measure those college-readiness metrics with a diversity lens. This approach will reveal
those equity gaps that prevent all subgroups from successfully accessing four-year
universities. As well, diversity scorecards will help GUSD school or district officials
target and apply resources that will improve educational outcomes for underrepresented
student populations (Bensimon, 2004).
0% 20% 40% 60% 80% 100% 120%
White (Armenian)
White (non-Armenian)
Black
Hispanic
Asian Current Subgroup Enrolled
Expected Subgroup Enrollment
Growth Target
Subgroup NOT enrolled
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 131 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 125 disaggregated by subgroup. The following example looks at Advanced Placement enrollment and pass rates overall at GUSD with a diversity component: Table 10: AP Enrollment Diversity Scorecard Sample (not based on real percentages) In the example above, the Yellow bar indicates the Baseline, or current percentage of students enrolled in Advanced Placement. The Green bar indicates the Target, or expected growth for the subgroup. Once targets have been reached, notice that the level of Yellow and Green bars combined per subgroup creates a more equitable situation across the site. Meaning, gaps in opportunity closed from a high of 30% (between Asians and Hispanics) to a more equitable gap of 15%. Diversity scorecards provide school and district officials an opportunity to measure those college-readiness metrics with a diversity lens. This approach will reveal those equity gaps that prevent all subgroups from successfully accessing four-year universities. As well, diversity scorecards will help GUSD school or district officials target and apply resources that will improve educational outcomes for underrepresented student populations (Bensimon, 2004). 0% 20% 40% 60% 80% 100% 120% White (Armenian) White (non-Armenian) Black Hispanic Asian Current Subgroup Enrolled Expected Subgroup Enrollment Growth Target Subgroup NOT enrolled |
