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132
information with the local community colleges to demonstrate students’ ability and to
facilitate student placement in appropriate colleges-level courses. Also, GUSD can
collaborate with GCC to create a data system that tracks the retention and transfer rates of
GUSD graduates, and ensure students do transfer from the community college to public
or private four-year institutions, as the students had originally intended.
To further expand the relationship between GUSD and GCC, both institutions can
join forces to develop a “Diversity Scorecard” as it relates to the following equity
measures in educational outcomes for higher educations: access, retention, institutional
receptivity and excellence for GUSD students at GCC (Bensimon, 2004). The Diversity
Scorecard will allow opportunities for both GUSD and GCC to apply the existing data
into actionable knowledge that will better assist GUSD student success at GCC. Both
institutions can be engaged in a collaborative inquiry into the state of equity and access of
GUSD students at GCC. This will allow both institutional leaders to develop evidence-based
practice to evaluate the condition of GUSD matriculation into GCC and to provide
concrete data on specific areas of improvement to enhance student success at GCC and
beyond.
Solution: Partner with California Community Colleges to create bridge programs to
four-year institutions.
GUSD is in a position to take a step further and see how they can partner with
local community colleges in creating a targeted bridge program that focuses on a
secondary to two-year to a four-year pipeline. In effect, GUSD can develop a bridge
program to improve GUSD student transfer rates to four-year institutions and eventual
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 138 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 132 information with the local community colleges to demonstrate students’ ability and to facilitate student placement in appropriate colleges-level courses. Also, GUSD can collaborate with GCC to create a data system that tracks the retention and transfer rates of GUSD graduates, and ensure students do transfer from the community college to public or private four-year institutions, as the students had originally intended. To further expand the relationship between GUSD and GCC, both institutions can join forces to develop a “Diversity Scorecard” as it relates to the following equity measures in educational outcomes for higher educations: access, retention, institutional receptivity and excellence for GUSD students at GCC (Bensimon, 2004). The Diversity Scorecard will allow opportunities for both GUSD and GCC to apply the existing data into actionable knowledge that will better assist GUSD student success at GCC. Both institutions can be engaged in a collaborative inquiry into the state of equity and access of GUSD students at GCC. This will allow both institutional leaders to develop evidence-based practice to evaluate the condition of GUSD matriculation into GCC and to provide concrete data on specific areas of improvement to enhance student success at GCC and beyond. Solution: Partner with California Community Colleges to create bridge programs to four-year institutions. GUSD is in a position to take a step further and see how they can partner with local community colleges in creating a targeted bridge program that focuses on a secondary to two-year to a four-year pipeline. In effect, GUSD can develop a bridge program to improve GUSD student transfer rates to four-year institutions and eventual |
