Theses and Dissertations from UMD

Permanent URI for this communityhttp://hdl.handle.net/1903/2

New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM

More information is available at Theses and Dissertations at University of Maryland Libraries.

Browse

Filters

20181

Settings

Author: search.filters.author.Fossett, Mark EricSubject: search.filters.subject.Alternative

Search Results

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    Alternative Education and Student College and Career Readiness: An Examination of One Urban School System
    (2018) Fossett, Mark Eric; McLaughlin, Magaret J.; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    ABSTRACT Title of Dissertation: ALTERNATIVE EDUCATION AND STUDENT COLLEGE AND CAREER READINESS: AN EXAMINATION OF ONE URBAN SCHOOL SYSTEM Mark E. Fossett, Doctor of Education, 2018 Dissertation directed by: Magaret J. McLaughlin, Ph.D. A quantitative causal-comparative study was conducted in one large urban school system, in the Mid-Atlantic region of the United States to examine the efficacy of alternative high schools for students at high-risk of academic failure as compared to students at high-risk of academic failure in comprehensive high schools. The investigation revealed that there is a significant difference in the academic and sociocultural variables related to college readiness and successful learning outcomes for high-risk students enrolled in alternative schools versus high-risk students enrolled in comprehensive schools. The research was conducted in one large urban school system, and will be referred to as DeKota County Public School System(DKCPS). DKCPS opened their alternative school program in 2003. Through a casual-comparative longitudinal analysis of one graduation cohort’s four-year journey through high school, we will examine the differences in academic and sociocultural variables related to college readiness and successful learning outcomes. Severn variables emerged as being relevant and four of those variables emerged as being significant. They were four different types of quantitative analysis done to validate the variables and the strength of their inclusion in the analysis and outcomes. The data collected provided an opportunity to make recommendations to DKCPS on the benefits that alternative schools have on high-risk alternative school students in their system. Additional research was also recommended to expand this research to multiple school districts to further identify the significant variables that are explanatory of college readiness and successful learning outcomes for high-risk students enrolled in alternative high schools versus high-risk students in comprehensive high schools.