The effects of student input into school organization, operation and governance on dropout rate in Iowa alternative schools and programs

Abstract

This study examined differences in dropout rate among 41 alternative high schools/programs in Iowa according to the use of seven specific types of student input into school organization, operation, and governance. The types of student input included in this study were: (a) instructional techniques, (b) determining student discipline, (c) planning cocurricular activities, (d) planning curriculum, (e) teacher evaluation, (f) student selfevaluation of progress, and (g) student contracts for performance. Situated Learning Theory provided the primary theoretical framework for this study by comparing similarities between the traditional apprentice-master model and the impact of student input on academic success. Types of student input were examined for all students, students by sex, and students by racial and ethnic minority status, and the combination of minority status and sex. One of the four research questions presented in this study yielded a significant final ANOVA allowing one null hypothesis to be rejected. Student input into the organization, operation, and governance of alternative schools/programs significantly affected the dropout rate for racial and ethnic minority students. Use of student contracts for performance, and the combination of allowing students to self-evaluate their progress with being able to plan co-curricular activities reduced dropout rates for racial and ethnic minority students. Allowing students input into determining discipline, however, increased dropout rates for racial and ethnic minority students.