Evaluating an alternative pathway

Abstract

This qualitative study evaluated the current dropout prevention strategy designed and implemented by the Clear Water Public School District, a program that is currently attempting to meet the specific needs of its students. An in-depth evaluation study was conducted at Urban High School-an alternative school created in 2008, which services students who are not being successful in the mainstream high school or who have been excluded from their neighborhood schools within the district for unsafe behaviors. A formative assessment identified, documented, and consolidated the program's strengths and perceived areas of weakness that require improvement. Furthermore, this study detailed the strategies and interventions that are currently being utilized and how said strategies and interventions directly affect students' lives. In addition, practices and interventions utilized at Urban High were reconciled against the current literature on effective practices used in alternative settings that serve comparable at-risk student populations. Critical Theory and Program Theory formed the theoretical framework that guided the literature review. The corresponding inquiry included the following empirical research questions: 1.) How do students experience Urban High School? 2.) How has the new alternative program implemented in the Clear Water Public School District impacted students' grades, attendance, behavior, and overall school performance? 3.) How does the design and implementation of Urban High School compare to the criteria of effective practices established through a review of the literature? 4.) How do the practices used at Urban High School address educational equality and equity?