The impact of alternative school intervention on subsequent student performance in the mainstream school environment.

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Description:

The purpose of this study was to analyze the impact of alternative school intervention on subsequent student performance. The literature review examined the history and development of alternative schools, the legislation pertaining to alternative schools, and related studies. The population consisted of students placed in the discipline alternative education program (DAEP) of an alternative school located in a large suburban school district in north Texas. Students placed in DAEP in the spring semester of 2001 in grades 7, 8, 9, and 10 were included in the sample. Data on student success was gathered for the one semester prior to placement (pre-intervention) and for the two semesters after placement (post-intervention). Student success was measured in terms of course grade averages and attendance. The student sample was divided into the following subgroups: grade level, sex, ethnicity, and qualification for the school meal program. The students' grade averages were compared within the subgroups utilizing a one-way analysis of variance (ANOVA). Tukey's post hoc comparison was utilized on the groups when ANOVA was found to be significant. The students' attendance was analyzed by comparing the proportion of days attended in each of the three semesters included in the study. A normal test of two independent means was conducted on the attendance proportions. The results of the study indicated the following significant findings (p <. 05): the eighth-grade students' grade averages were significantly lower in the second post-treatment semester, the 7th-grade students had lower attendance in the first post-treatment semester, the 8th-grade students had lower attendance in the second post-treatment semester, and the 10th-grade students had higher attendance in the first post-intervention semester. The female students' attendance was higher in both post-intervention semesters and significantly higher in the second. A discussion of the dropout rate for this group and recidivism to DAEP was included.

Creator(s): Galloway, Cathleen
Creation Date: December 2003
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
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Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: December 2003
  • Digitized: November 27, 2003
Description:

The purpose of this study was to analyze the impact of alternative school intervention on subsequent student performance. The literature review examined the history and development of alternative schools, the legislation pertaining to alternative schools, and related studies. The population consisted of students placed in the discipline alternative education program (DAEP) of an alternative school located in a large suburban school district in north Texas. Students placed in DAEP in the spring semester of 2001 in grades 7, 8, 9, and 10 were included in the sample. Data on student success was gathered for the one semester prior to placement (pre-intervention) and for the two semesters after placement (post-intervention). Student success was measured in terms of course grade averages and attendance. The student sample was divided into the following subgroups: grade level, sex, ethnicity, and qualification for the school meal program. The students' grade averages were compared within the subgroups utilizing a one-way analysis of variance (ANOVA). Tukey's post hoc comparison was utilized on the groups when ANOVA was found to be significant. The students' attendance was analyzed by comparing the proportion of days attended in each of the three semesters included in the study. A normal test of two independent means was conducted on the attendance proportions. The results of the study indicated the following significant findings (p <. 05): the eighth-grade students' grade averages were significantly lower in the second post-treatment semester, the 7th-grade students had lower attendance in the first post-treatment semester, the 8th-grade students had lower attendance in the second post-treatment semester, and the 10th-grade students had higher attendance in the first post-intervention semester. The female students' attendance was higher in both post-intervention semesters and significantly higher in the second. A discussion of the dropout rate for this group and recidivism to DAEP was included.

Degree:
Level: Doctoral
Language(s):
Subject(s):
Keyword(s): Alternative school | student performance
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • OCLC: 54350879 |
  • ARK: ark:/67531/metadc4367
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Use restricted to UNT Community
License: Copyright
Holder: Galloway, Cathleen
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.