Educating the Outliers: A Study on the Effectiveness of an Alternative School

Abstract

ABSTRACT This dissertation examines the effects of an alternative secondary school on at-risk students (i.e., students who persistently fail in the regular schools), as compared to regular secondary school effects on both at-risk and regular (i.e., not at-risk) students. The objective is to extend knowledge on the success of alternative schools, on which very little empirical research exists. School effects are measured through longitudinal gains in multiple indicators including grades, attendance, tardiness, and referrals for behavior problems, suspensions, and dropouts. All are factors that directly or indirectly reflect student achievement. The results suggest that, despite a few exceptions (such as referrals), the at-risk students at the alternative school "gain" more than their at-risk counterparts in the regular school setting. Also, while the at-risk group in the alternative school is not as successful as regular students in the regular school setting, they compare more favorably to this regular group than do the at-risk group in the regular high school setting. Implications for research and policy are discussed.