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127
admissions criteria will lead to improved rates of student eligibility for four-year
university enrollment. Some ways in which core curricula can be established and
evaluated to ensure rigorous preparation and improved eligibility is:
1. Evaluate established curriculum and determine its content and rigor
2. In lower level courses, significantly increase academic content and rigor, or
eliminate the course
3. Strengthen all core programs: offer more challenging coursework, increase
number of Advanced Placement courses offered
4. Modify graduation requirements to reflect expectations that all students complete
a rigorous core curriculum and are eligible for college admission
5. Incorporate higher level thinking skills in all courses
6. Encourage student enrollment in challenging coursework
7. In career/vocational tracks increase course content rigor and connect academic
and work-related skills
8. Increase number of college courses offered on high school campuses in
partnership with local community colleges
9. Prepare and encourage students to take algebra II or higher
Solution: Hold high expectations for all students across all school sites, and increase
underrepresented minority students’ social capital.
During the interview process with GUSD administrators and school site officials,
it became clear that high expectations for schools and students were held in two of the
four high schools. In fact, one school was touted for it’s college-going mantra of getting
all students on the “UC ‘a-g’ bus.” In effect, this particular school site held strong
expectations for students to pursue four-year colleges. However, the perceptions about
the ability of other school sites and their students from creating the same type of college-going
culture were not as confident. In order to increase the college-going culture within
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 133 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 127 admissions criteria will lead to improved rates of student eligibility for four-year university enrollment. Some ways in which core curricula can be established and evaluated to ensure rigorous preparation and improved eligibility is: 1. Evaluate established curriculum and determine its content and rigor 2. In lower level courses, significantly increase academic content and rigor, or eliminate the course 3. Strengthen all core programs: offer more challenging coursework, increase number of Advanced Placement courses offered 4. Modify graduation requirements to reflect expectations that all students complete a rigorous core curriculum and are eligible for college admission 5. Incorporate higher level thinking skills in all courses 6. Encourage student enrollment in challenging coursework 7. In career/vocational tracks increase course content rigor and connect academic and work-related skills 8. Increase number of college courses offered on high school campuses in partnership with local community colleges 9. Prepare and encourage students to take algebra II or higher Solution: Hold high expectations for all students across all school sites, and increase underrepresented minority students’ social capital. During the interview process with GUSD administrators and school site officials, it became clear that high expectations for schools and students were held in two of the four high schools. In fact, one school was touted for it’s college-going mantra of getting all students on the “UC ‘a-g’ bus.” In effect, this particular school site held strong expectations for students to pursue four-year colleges. However, the perceptions about the ability of other school sites and their students from creating the same type of college-going culture were not as confident. In order to increase the college-going culture within |
