Reducing Disparities in Academic Outcomes among Youth of Color: Evidence from an Alternative Education Program

Autor/inn/en	Phillippi, Stephen; Thomas, Casey L.; Gastanaduy, Mariella; Sawyer, Melissa
Titel	Reducing Disparities in Academic Outcomes among Youth of Color: Evidence from an Alternative Education Program
Quelle	In: Remedial and Special Education, 43 (2022) 3, S.172-182 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Casey L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/07419325211040558
Schlagwörter	Minority Group Students; Nontraditional Education; Achievement Gap; Racial Discrimination; Racial Bias; Student Characteristics; Mental Health; Psychological Patterns; Well Being; Academic Achievement; High School Equivalency Programs; Quality of Life; School Holding Power; Dropouts; Adolescents; Young Adults; Adult Basic Education; Single Sex Classes; Louisiana; Test of Adult Basic Education + Suchen Sie Ihr Suchwort? Non-traditional education; Alternative Erziehung; Racial bias; Rassismus; Racial discrimination; Psychohygiene; Well-being; Wellness; Wohlbefinden; Schulleistung; Lebensqualität; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Young adult; Junger Erwachsener; Adult; Adults; Education; Adult education; Erwachsenenbildung; Single-sex classes; Single-sex schools; Single sex schools; Getrenntgeschlechtliche Erziehung; Schule
Abstract	The differential treatment of youth of color in schools perpetuates disparities in academic outcomes. Alternative education programs may represent a constructive approach to preventing or mitigating these disparities. This study examines the outcomes of an urban alternative education program in the United States. Secondary analysis of demographic, psychosocial, and academic data from all program participants (N = 232) during a 3-year study period was conducted. Descriptive statistics summarize demographic characteristics, and bivariate analyses examine the strength of association and interrelationships among individual variables, program retention, and educational attainment. Results show grade-level advancement, employability, and, therefore, decreased risk for justice involvement, regardless of students' histories of lower academic performance, unemployment, behavioral health conditions, and justice system or child protective services contact. This evaluation offers a framework for replication and recommendations for future research examining alternative education programs. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01