Type of Document Dissertation Author Jackson, Shelia P. IV Author's Email Address jacksons@yesmith.durham.K12.nc.us URN etd-91698-172821 Title Case Study of an Alternative Education Program for At-risk Students Degree Doctor of Educational Administration Department Educational Administration Advisory Committee
Advisor Name Title Dr. Diane N. Gillespie Committee Chair Fred Wood Committee Member Glenn Earthman Committee Member Lonnie Cross Committee Member Steven Parson Committee Member Keywords
- Alternative Education
- At-Risk Student
- Dropout Student
Date of Defense 1998-05-15 Availability restricted Abstract This was a case study analysis of the Opportunity School,an alternative public education program in Danville,Virginia
that servers students who are considered academically
at-risk, grades six through twelve. A case study analysis of
the Opportunity School was implemented to provide specific
information regarding the overall effectiveness of the program.
In addition, the analysis attempted to: reflect on the worthiness
of the program since its inception in 1993; assess the program's
strengths and weakness; ascertain students' level of satifaction;
address areas that needed further expansion and suggest recommendations,
based on indicators of effectiveness cited in the literature.
The case study analysis, which was qualitative and quantitative
was the methodology implemented in this researach. The case records
included, focus group sessiions, interviews, student questionnaire,
typology--using Kellmayer's indicators, and analyis of students'
records.
The sample population for this study was students who participated
in the Opportunity School's program in 1996-97. Sixteen students
participated in three focus groups and 41 students responded to
a questionnaire designed to determine their satisfaction with
the Opportunity School. In addition, school records of 153 students who
participated in the program for a least one year between 1993-1997
were analyzed using: paired t-Tests, correlation coefficients, standard
deviations, means and cross tabulations.
Analysis of student data revealed the Opportunity School's program
may have contributed to the positive change in students' academics
performance and disciplinary behavior. Other factors that may have contributed
to this change are maturation of students and repetitiveness of the Literacy
Passport tests, which was used as a barometer to gauge academic performance.
Collectively the Opportunity School's program has provided at-risk students
with a second chance to continue their education. However, to more effectively
serve students, there are areas that should be strengthen and expanded. Some
of these areas included: use and integration of technology in the classroom, more
variety in curriculum courses, adding a vocational education component, flexibility
around the time of day students attend school and a comprehensive counseling program.
The Opportunity School in Danville, Virginia should continue serving students
who are considered at-risk of dropping out of school. Students in the school
perceived the program as meeting their needs, and were very satisfied with the program
and the school's staff. However, if alternative program for at-risk students are to
have real benefits, merely labeling them alterenative will obviously not do. A program
design must incorporate quantitative attributes. To further assess the effectiveness of
alternative education programs for at-risk populations more longitudinal
studies are needed.
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