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not required to take remedial English courses when they matriculate to GCC. This
practice is a powerful model for aligning course content and coherence across the K-16
spectrum.
GUSD should consider solidifying and expanding these types of practices through
a memorandum of understanding between the two institutions, or with other local
community colleges. This program could be expanded to other core subject areas as well,
including mathematics, science and social studies.
Solution: Create data systems to review and improve student transfer rates to four-year
institutions.
One of the driving forces behind No Child Left Behind is the need for states to
develop a comprehensive data system to track student performance across grade levels.
The use of data has been successful in identifying specific areas of need for different
subgroups, and to identify overall school and district performance in meeting a set of
achievement criteria. While colleges and universities are improving their assessment of
progress using data, most data published by higher education institutions report progress
on college access, and not on transfer rates. To that end, it is recommended that GUSD
partner with GCC in creating data systems that will track GUSD graduates’ progress in
transferring to four-year universities. By using data to assess current and future practice,
and measuring progress along the way, GUSD and GCC will witness the greater
likelihood of a better-educated and more diverse work force (Engle and Lynch, 2009).
District-wide, GUSD is very knowledgeable and skilled at using data to drive
student learning and achievement. It is recommended that GUSD share their student
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 137 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 131 not required to take remedial English courses when they matriculate to GCC. This practice is a powerful model for aligning course content and coherence across the K-16 spectrum. GUSD should consider solidifying and expanding these types of practices through a memorandum of understanding between the two institutions, or with other local community colleges. This program could be expanded to other core subject areas as well, including mathematics, science and social studies. Solution: Create data systems to review and improve student transfer rates to four-year institutions. One of the driving forces behind No Child Left Behind is the need for states to develop a comprehensive data system to track student performance across grade levels. The use of data has been successful in identifying specific areas of need for different subgroups, and to identify overall school and district performance in meeting a set of achievement criteria. While colleges and universities are improving their assessment of progress using data, most data published by higher education institutions report progress on college access, and not on transfer rates. To that end, it is recommended that GUSD partner with GCC in creating data systems that will track GUSD graduates’ progress in transferring to four-year universities. By using data to assess current and future practice, and measuring progress along the way, GUSD and GCC will witness the greater likelihood of a better-educated and more diverse work force (Engle and Lynch, 2009). District-wide, GUSD is very knowledgeable and skilled at using data to drive student learning and achievement. It is recommended that GUSD share their student |
