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152
• Provide District with Executive Summary
Fall
2010
• Complete Chapter 3
• Present findings to District stakeholders
• Evaluate District’s response to findings and solutions
• Finish Capstone Project
Spring 2011 • Defend Dissertation
• Graduation
Data Collection Methods:
The initial data collection was conducted through informal interviews with district
personnel to survey opinions on beliefs about the performance gaps. The purpose of the
interviews was to identify the individuals who were in the front line and to assess their
views and opinions on what the current status was and what they view as the causes of
the problem. An interview protocol was used for each of the interviews. The five
questions were based on gleaning an overview of the topic, the historical perspective on
the situation, identifying formal or informal goals, the interviewee’s perception of the
performance gap and suggestions on improving our project.
The team of three graduate students interviewed teachers, counselors, site and
district administrators at each of the District’s four comprehensive high schools to
determine the district’s college going rate. The initial rounds of interviews were
conducted in early spring with district administrators to determine the specific
performance goal the district was interested in examining. The next rounds of interviews
were conducted with school site administrators, counselors and key lead teachers. For
the Scanning Interviews (See Appendix A), the five-question survey was used as a data
collection instrument. Once the initial rounds of interviews were completed at the
school sites, it was determined that to better assist the District in improving it’s 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 158 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 152 • Provide District with Executive Summary Fall 2010 • Complete Chapter 3 • Present findings to District stakeholders • Evaluate District’s response to findings and solutions • Finish Capstone Project Spring 2011 • Defend Dissertation • Graduation Data Collection Methods: The initial data collection was conducted through informal interviews with district personnel to survey opinions on beliefs about the performance gaps. The purpose of the interviews was to identify the individuals who were in the front line and to assess their views and opinions on what the current status was and what they view as the causes of the problem. An interview protocol was used for each of the interviews. The five questions were based on gleaning an overview of the topic, the historical perspective on the situation, identifying formal or informal goals, the interviewee’s perception of the performance gap and suggestions on improving our project. The team of three graduate students interviewed teachers, counselors, site and district administrators at each of the District’s four comprehensive high schools to determine the district’s college going rate. The initial rounds of interviews were conducted in early spring with district administrators to determine the specific performance goal the district was interested in examining. The next rounds of interviews were conducted with school site administrators, counselors and key lead teachers. For the Scanning Interviews (See Appendix A), the five-question survey was used as a data collection instrument. Once the initial rounds of interviews were completed at the school sites, it was determined that to better assist the District in improving it’s college |
