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137
Datnow, A., Borman, G., Stringfield, S., Overman, L., & Castellano, M. (2003).
Comprehensive school reform in culturally and linguistically diverse contexts:
Implementation and outcomes from a four-year study. Educational Evaluation
and Policy Analysis. 25 (2), 143-170.
Desimone, L. (2002). How can comprehensive school reform models be successfully
implemented? Review of Educational Research, 72 (3), 433-479.
Desimone, L. & Hochberg, E. D. (2010). Professional development in the accountability
context: Building capacity to achieve standards. Educational Psychologist, 45 (2),
89-106.
Dika, S. L. & Singh, K. (2002). Applications of social capital in educational literature: A
critical synthesis. Review of Educational Research, 72 (1), 31-60.
Dodge, L. & Kendall, M. (2004). Learning communities. College Teaching, 52 (4), 150-
155.
Donnelley & Lee Library Archives & Special Collections. (1995). History of the
effective schools movement. Retrieved December 20, 2010 from:
http://library.lakeforest.edu/archives/HistoryofEffectiveSchools.html
Dowd, A. (2003). From Access to Outcome Equity: Revitalizing the Democratic Mission
of the Community College. Annals of the American Academy of Political and
Social Science, 586 (March), 92-119.
Dufour, R., Dufour, R., Eaker, R., Many, T. ( 2006 ) Learning by Doing – A Handbook
for Professional Learning Communities at Work. Indiana: Solution Tree
Duncan, A. (2010). The three myths of high school reform: Secretary Arne Duncan’s
remarks at the college board AP conference. U.S. Department of Education,
retrieved, August 21, 2010 from: http://www.ed.gov/news/speeches/three-myths-high-
school-reform-secretary-arne-duncans-remarks-college-board-ap-conference
EdSource. (2007, May). Levers for change: Opportunities to strengthen California’s high
school curriculum. California: Venezia, A., & Perry, M.
Education Trust. (1999). Thinking K-16. Ticket to Nowhere: The Gap Between Leaving
High School and Entering College and High-Performance Jobs. Washington DC:
Haycock.
Engle, J, and Lynch, M. (2009). Access to Success: Charting a Necessary Path, The
Baseline Report of Public Higher Education Systems in the Access to Success
Initiative. Washington, DC: The Education Trust.
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 143 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 137 Datnow, A., Borman, G., Stringfield, S., Overman, L., & Castellano, M. (2003). Comprehensive school reform in culturally and linguistically diverse contexts: Implementation and outcomes from a four-year study. Educational Evaluation and Policy Analysis. 25 (2), 143-170. Desimone, L. (2002). How can comprehensive school reform models be successfully implemented? Review of Educational Research, 72 (3), 433-479. Desimone, L. & Hochberg, E. D. (2010). Professional development in the accountability context: Building capacity to achieve standards. Educational Psychologist, 45 (2), 89-106. Dika, S. L. & Singh, K. (2002). Applications of social capital in educational literature: A critical synthesis. Review of Educational Research, 72 (1), 31-60. Dodge, L. & Kendall, M. (2004). Learning communities. College Teaching, 52 (4), 150- 155. Donnelley & Lee Library Archives & Special Collections. (1995). History of the effective schools movement. Retrieved December 20, 2010 from: http://library.lakeforest.edu/archives/HistoryofEffectiveSchools.html Dowd, A. (2003). From Access to Outcome Equity: Revitalizing the Democratic Mission of the Community College. Annals of the American Academy of Political and Social Science, 586 (March), 92-119. Dufour, R., Dufour, R., Eaker, R., Many, T. ( 2006 ) Learning by Doing – A Handbook for Professional Learning Communities at Work. Indiana: Solution Tree Duncan, A. (2010). The three myths of high school reform: Secretary Arne Duncan’s remarks at the college board AP conference. U.S. Department of Education, retrieved, August 21, 2010 from: http://www.ed.gov/news/speeches/three-myths-high- school-reform-secretary-arne-duncans-remarks-college-board-ap-conference EdSource. (2007, May). Levers for change: Opportunities to strengthen California’s high school curriculum. California: Venezia, A., & Perry, M. Education Trust. (1999). Thinking K-16. Ticket to Nowhere: The Gap Between Leaving High School and Entering College and High-Performance Jobs. Washington DC: Haycock. Engle, J, and Lynch, M. (2009). Access to Success: Charting a Necessary Path, The Baseline Report of Public Higher Education Systems in the Access to Success Initiative. Washington, DC: The Education Trust. |
