Academic Success of At-Risk Students in an Alternative School Setting: An Examination of Students' Academic Success Out of the Mainstream School Environment.

Autor/inn/en	Turpin, Rodney; Hinton, Deborah
Titel	Academic Success of At-Risk Students in an Alternative School Setting: An Examination of Students' Academic Success Out of the Mainstream School Environment.
Quelle	(2000), (52 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Academic Achievement; Educational Practices; Elementary Secondary Education; High Risk Students; Institutional Characteristics; Nontraditional Education; School Surveys; Small Schools; Student Placement; Kentucky + Suchen Sie Ihr Suchwort? Schulleistung; Bildungspraxis; Problemschüler; Non-traditional education; Alternative Erziehung; School; Schools; Schule; Schülerpraktikum
Abstract	This report examines whether students at risk for academic failure are achieving success in Kentucky's alternative schools. Alternative schools serve as a placement both for students who disrupt the mainstream classroom and for those who need academic remediation. Such mixed placements may not provide a quality education for students having only academic problems. A survey of alternative schools and programs in Kentucky examined organizational characteristics, educational practices, and academic achievement. Usable responses were received from 58 of 153 schools surveyed. About 43 percent of alternative schools had been in operation for 1-2 years. All schools/programs served fewer than 181 students, with 58 percent serving fewer than 31 students. The top factors determining student placement in alternative schools were disruptive/violent behavior and academic failure. Almost all alternative schools were self-contained systems, and 81 percent were self-contained in separate facilities. Ninety-one percent of respondents reported grade improvement for at-risk students while in the alternative program. Graduation rates were inconclusive because many districts require students to return to the mainstream school to graduate or drop out. The survey also collected data on hours of operation, sources of curriculum design, students' behavior or attitude change, grade level organization, strategies used to motivate students academically and behaviorally, student gender ratio, and district dropouts. Appendices include the survey questionnaire and list Kentucky alternative schools/programs. (Contains 33 references and 15 figures.) (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC