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126
Thematic Solution 2: Close Persisting Barriers And Increase Four-Year College
Access For All GUSD Students
One of the most significant predictors of academic achievement and college
success is a strong academic program in high school and a variety of social support
offered by the school (Martinez and Klopott, 2005). Glendale Unified high schools have
worked hard in closing some achievement gaps, and made significant strides in aligning
coursework so that students will be eligible for a four-year university education, while
ensuring that students are supported and aware of college admissions requirements.
However, the persistence of knowledge, motivation, and organizational gaps continue to
prevent certain groups of students (i.e. Armenian, Hispanic) from accessing a four-year
university education. To a great extent, these underrepresented students lack the social
capital to effectively navigate through traditional educational systems and structures.
The following are a set of solutions to increase access to four-year colleges for all GUSD
students, particularly underrepresented minorities.
Solution: Increase preparation and number of four-year university eligible students.
Academic rigor in high school is the strongest indicator of a student’s academic
achievement and greatly determines whether a student will advance towards
postsecondary studies (Martinez and Klopott, 2005). A challenging core curriculum
required of all students provides access to the same educational opportunities, high
standards, and potentially leads to the highest level of academic achievement (Martinez
and Klopott, 2005). Moreover, by closely aligning these core curricula with college
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 132 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 126 Thematic Solution 2: Close Persisting Barriers And Increase Four-Year College Access For All GUSD Students One of the most significant predictors of academic achievement and college success is a strong academic program in high school and a variety of social support offered by the school (Martinez and Klopott, 2005). Glendale Unified high schools have worked hard in closing some achievement gaps, and made significant strides in aligning coursework so that students will be eligible for a four-year university education, while ensuring that students are supported and aware of college admissions requirements. However, the persistence of knowledge, motivation, and organizational gaps continue to prevent certain groups of students (i.e. Armenian, Hispanic) from accessing a four-year university education. To a great extent, these underrepresented students lack the social capital to effectively navigate through traditional educational systems and structures. The following are a set of solutions to increase access to four-year colleges for all GUSD students, particularly underrepresented minorities. Solution: Increase preparation and number of four-year university eligible students. Academic rigor in high school is the strongest indicator of a student’s academic achievement and greatly determines whether a student will advance towards postsecondary studies (Martinez and Klopott, 2005). A challenging core curriculum required of all students provides access to the same educational opportunities, high standards, and potentially leads to the highest level of academic achievement (Martinez and Klopott, 2005). Moreover, by closely aligning these core curricula with college |
