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college admissions, distribute handouts that explicitly communicate college admission
and University of California ‘a-g’ requirements, host college nights, and meet with
parents and students to discuss student progress. Counselors meet with individual
students annually to review course selections and graduation requirements, and to make
sure that students are on track in their college admission requirements.
At several GUSD high schools, posters delineating UC ‘a-g’ requirements and the
difference in income between students who have a college degree and students who have
a high school diploma are displayed in hallways and classrooms. It was observed at
GUSD high schools that all students were encouraged to meet admission requirements for
a four-year university, or enter a community college so they could later matriculate to a
university. In addition, all faculty and staff are dedicated to providing students with
information, support, and guidance so they can incorporate the “dream of college” into
their post-high school goals.
Although efforts have been made to close the college admission knowledge gap,
there are still barriers that prevent certain student subgroups from accessing four-year
universities upon graduation. Many administrators, counselors and teachers attribute the
low four-year university participation rate to students and parents’ lack of understanding
of the American educational system. This is affirmed by a veteran teacher’s statement,
“Some students lack modeling at home because they are first generation. Students lack
knowledge about requirements for college and do not know how to get the information.”
Many attribute certain groups’ cultural beliefs and values as the reasons for the lack of
interest or knowledge in navigating through the difficult college application process.
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 162 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 156 college admissions, distribute handouts that explicitly communicate college admission and University of California ‘a-g’ requirements, host college nights, and meet with parents and students to discuss student progress. Counselors meet with individual students annually to review course selections and graduation requirements, and to make sure that students are on track in their college admission requirements. At several GUSD high schools, posters delineating UC ‘a-g’ requirements and the difference in income between students who have a college degree and students who have a high school diploma are displayed in hallways and classrooms. It was observed at GUSD high schools that all students were encouraged to meet admission requirements for a four-year university, or enter a community college so they could later matriculate to a university. In addition, all faculty and staff are dedicated to providing students with information, support, and guidance so they can incorporate the “dream of college” into their post-high school goals. Although efforts have been made to close the college admission knowledge gap, there are still barriers that prevent certain student subgroups from accessing four-year universities upon graduation. Many administrators, counselors and teachers attribute the low four-year university participation rate to students and parents’ lack of understanding of the American educational system. This is affirmed by a veteran teacher’s statement, “Some students lack modeling at home because they are first generation. Students lack knowledge about requirements for college and do not know how to get the information.” Many attribute certain groups’ cultural beliefs and values as the reasons for the lack of interest or knowledge in navigating through the difficult college application process. |
