A Study of Three Alternative Schools

Abstract

Abstract This study is an inquiry into three diverse alternative school settings located in different school districts, serving students at risk of not graduating from high school. The three alternative school programs included a dropout prevention program, a public charter alternative high school, and a middle college alternative high school. The study employed a mixed methods design that incorporated both qualitative and quantitative measures. The findings show the middle college alternative school provided a greater alignment between the students and teachers on the three motivational constructs. The middle college offered greater opportunities for student at risk than the dropout prevention and the charter alternative high school. The middle college provided students with a richer support structure for ecological balance and an academic curriculum with a concentrated focus on vocational job skills and transition to college. The study provided insight into the importance of teacher goal setting, creating mastery-oriented learning environments that enable students to become self-regulated learners (SRL), building relationships with students, and improving pedagogical practices that stimulate learning for students at risk of failure. The importance of student input can be valuable when schools consider self-evaluations and restructuring. The study found that alternative school leaders should provide teachers with professional development in understanding students’ psychological need for competence, autonomy, and belongingness. Also, alternative school leaders should address the importance of providing school programs designed for a student-environmental fit, and nurturing an ecological balance in classroom learning environments for students at risk of dropping out of high school.