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163
able to transfer to UCLA. Altogether, GCC has become the “default destination” for
many GUSD students.
The challenge that modern secondary schools have is the perception that
attendance at a two-year college automatically means that a student will persist and
matriculate to a four-year institution. The common perception of students, parents,
teachers, and counselors in GUSD is that students who attend Glendale Community
College will transfer to a four-year school. This perception is tempered by the reality that
many will not transfer. As one counselor pointed out: “The attrition is high and the
matriculation rate is less than 35%.” Although a community college pathway is meant to
give students another option for postsecondary education, it can serve to undervalue
student’s long-term aspirations and lifetime earnings prospects.
Another rationale for entering the community college route is the reasonableness
of cost compared to four-year universities. Despite the difference in cost, many students
do not recognize that course availability and lack of qualified instructors has become a
concern in recent years as a result of education cuts in the California budget. Still, other
students and their families choose the community college path due to a lack of knowledge
of the four-year university financial aid process, along with the pressures of taking on
such financial responsibilities. Altogether, these challenges cause many students and
parents to focus solely on community college as the only viable option for postsecondary
education.
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 169 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 163 able to transfer to UCLA. Altogether, GCC has become the “default destination” for many GUSD students. The challenge that modern secondary schools have is the perception that attendance at a two-year college automatically means that a student will persist and matriculate to a four-year institution. The common perception of students, parents, teachers, and counselors in GUSD is that students who attend Glendale Community College will transfer to a four-year school. This perception is tempered by the reality that many will not transfer. As one counselor pointed out: “The attrition is high and the matriculation rate is less than 35%.” Although a community college pathway is meant to give students another option for postsecondary education, it can serve to undervalue student’s long-term aspirations and lifetime earnings prospects. Another rationale for entering the community college route is the reasonableness of cost compared to four-year universities. Despite the difference in cost, many students do not recognize that course availability and lack of qualified instructors has become a concern in recent years as a result of education cuts in the California budget. Still, other students and their families choose the community college path due to a lack of knowledge of the four-year university financial aid process, along with the pressures of taking on such financial responsibilities. Altogether, these challenges cause many students and parents to focus solely on community college as the only viable option for postsecondary education. |
