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168
ratio increased and some services that were previously provided by the counselors were
eliminated. For example, due to increased caseload sizes, some counselors are only able
to meet with students to discuss course requirements and provide minimal college
information, whereas before, counselors met with students and their parents at least once
a year, if not more, to thoroughly plan, schedule and counsel student about their
postsecondary choices. To compound this problem, certain high school counselors must
split their hours between two school sites.
Counselors play a critical role in developing the school’s response to college
planning and creating an organizational worldview of different options of college
choices. Through their increased workload, counselors are unable to effectively provide
the kind of support needed to ensure students are on the right path to four-year
institutions. As the only certificated staff to receive dismissal notices, counselors
questioned their value and the importance of their role in GUSD in promoting a college-going
culture. As one of the counselors indicated: “Counseling is not perceived as
important or a priority. Counselors work hard, however, the perception is that it’s an
easy job.”
Conclusion
Glendale Unified School District’s strong focus on improving student
achievement has resulted in a culture of continuous improvement. It is in this context
that the district sought the assistance of our project team to make sense of the four-year
university participation gap that currently exists within the district. Our project team
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 174 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 168 ratio increased and some services that were previously provided by the counselors were eliminated. For example, due to increased caseload sizes, some counselors are only able to meet with students to discuss course requirements and provide minimal college information, whereas before, counselors met with students and their parents at least once a year, if not more, to thoroughly plan, schedule and counsel student about their postsecondary choices. To compound this problem, certain high school counselors must split their hours between two school sites. Counselors play a critical role in developing the school’s response to college planning and creating an organizational worldview of different options of college choices. Through their increased workload, counselors are unable to effectively provide the kind of support needed to ensure students are on the right path to four-year institutions. As the only certificated staff to receive dismissal notices, counselors questioned their value and the importance of their role in GUSD in promoting a college-going culture. As one of the counselors indicated: “Counseling is not perceived as important or a priority. Counselors work hard, however, the perception is that it’s an easy job.” Conclusion Glendale Unified School District’s strong focus on improving student achievement has resulted in a culture of continuous improvement. It is in this context that the district sought the assistance of our project team to make sense of the four-year university participation gap that currently exists within the district. Our project team |
