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167
to use the term ‘college-going’ culture because some groups might find it offensive and
we want to be sensitive to the cultures that exist within the school.”
Teachers’ perceptions about the ability of students also varied. One teacher
expressed a strong belief that certain students were on the college track- Advanced
Placement students- and those that were not enrolled in such classes were often described
as “regular” kids. Of course, the rigor and approach taken in non-honors classes is vastly
different from the advanced studies and preparation for college presented in Advanced
Placement classes. The “regular” students typically faced a less rigorous instructional
program with the end goal being high school graduation and receipt of a diploma.
Another teacher who worked primarily with English Language Learners was not as
resigned about the inability of certain students to achieve at a college-ready level. In fact,
this teacher felt strongly that students in her English Language Development program did
have the academic ability to achieve, yet faced roadblocks to advancement because of
language barriers or inability to access certain coursework.
District and school priority on improving four-year university access and
participation have faced stiff challenges with recent budget reductions. Of course, the
allocation of material, financial and human resources is an indicator of district priorities.
The reduction of counselors at each of the four comprehensive high schools in GUSD
creates a challenge for many of the students to receive the kind of services needed for
college information or assistance in the college application process. In the last year, ten
counselors were cut from the district, thereby distributing much of the responsibilities
and workload to the remaining counselors. In all of the schools, student-to-counselor
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 173 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 167 to use the term ‘college-going’ culture because some groups might find it offensive and we want to be sensitive to the cultures that exist within the school.” Teachers’ perceptions about the ability of students also varied. One teacher expressed a strong belief that certain students were on the college track- Advanced Placement students- and those that were not enrolled in such classes were often described as “regular” kids. Of course, the rigor and approach taken in non-honors classes is vastly different from the advanced studies and preparation for college presented in Advanced Placement classes. The “regular” students typically faced a less rigorous instructional program with the end goal being high school graduation and receipt of a diploma. Another teacher who worked primarily with English Language Learners was not as resigned about the inability of certain students to achieve at a college-ready level. In fact, this teacher felt strongly that students in her English Language Development program did have the academic ability to achieve, yet faced roadblocks to advancement because of language barriers or inability to access certain coursework. District and school priority on improving four-year university access and participation have faced stiff challenges with recent budget reductions. Of course, the allocation of material, financial and human resources is an indicator of district priorities. The reduction of counselors at each of the four comprehensive high schools in GUSD creates a challenge for many of the students to receive the kind of services needed for college information or assistance in the college application process. In the last year, ten counselors were cut from the district, thereby distributing much of the responsibilities and workload to the remaining counselors. In all of the schools, student-to-counselor |
