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Finally, many GUSD students attribute their inability to enter a four-year
university to causes outside their locus of control. For example, instead of hard work and
rigorous preparation leading to successful matriculation into a university, students hold to
a variety of uncontrollable causes that will inhibit their chances. These causes could
amount to lack of financial support, familial desires to stay closer to home, or ease of
access to GCC.
Emergent Theme #2: EXTENDING STUDENTS’ POSTSECONDARY COLLEGE
PATHWAYS BEYOND COMMUNITY COLLEGE.
Although Glendale Community College presents a viable postsecondary option for
graduating Glendale Unified students, this postsecondary pathway has become
commonplace, comfortable and/or dictated for many GUSD students, thus creating gaps
in students’ pursuit of a four-year university education.
In Glendale Unified high schools, an inordinate number of students choose to
attend two-year community colleges upon graduation. Many GUSD students are fixated
on following this community college track, particularly continuing their studies at
Glendale Community College (GCC). Student interest in four-year universities is
tempered by the reality of this easy and reliable track that has been accessed by previous
GUSD graduates. In fact, one high school principal recounted the tale of a graduating
student that was accepted to the University of California, Riverside yet ultimately
enrolled in Glendale Community 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 166 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 160 Finally, many GUSD students attribute their inability to enter a four-year university to causes outside their locus of control. For example, instead of hard work and rigorous preparation leading to successful matriculation into a university, students hold to a variety of uncontrollable causes that will inhibit their chances. These causes could amount to lack of financial support, familial desires to stay closer to home, or ease of access to GCC. Emergent Theme #2: EXTENDING STUDENTS’ POSTSECONDARY COLLEGE PATHWAYS BEYOND COMMUNITY COLLEGE. Although Glendale Community College presents a viable postsecondary option for graduating Glendale Unified students, this postsecondary pathway has become commonplace, comfortable and/or dictated for many GUSD students, thus creating gaps in students’ pursuit of a four-year university education. In Glendale Unified high schools, an inordinate number of students choose to attend two-year community colleges upon graduation. Many GUSD students are fixated on following this community college track, particularly continuing their studies at Glendale Community College (GCC). Student interest in four-year universities is tempered by the reality of this easy and reliable track that has been accessed by previous GUSD graduates. In fact, one high school principal recounted the tale of a graduating student that was accepted to the University of California, Riverside yet ultimately enrolled in Glendale Community College. |
