Behavior-Focused Alternative Schools: Impact on Student Outcomes

Autor/inn/en	Wilkerson, Kimber; Afacan, Kemal; Perzigian, Aaron; Justin, Whitney; Lequia, Jenna
Titel	Behavior-Focused Alternative Schools: Impact on Student Outcomes
Quelle	In: Behavioral Disorders, 41 (2016) 2, S.81-94 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.17988/0198-7429-41.2.81
Schlagwörter	Student Behavior; Behavior Problems; Special Schools; Low Achievement; Program Effectiveness; Secondary Schools; Attendance Patterns; Credits; Referral; Suspension; Urban Schools; Scores; Probability; Regression (Statistics); Secondary School Students; Quasiexperimental Design; Coding; Student Characteristics; Statistical Analysis + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Special school; Sonderschule; Unterdurchschnittliche Leistung; Sekundarschule; Ausschluss; Schulausschluss; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Regression; Regressionsanalyse; Sekundarschüler; Codierung; Programmierung; Statistische Analyse
Abstract	Behavior-focused alternative schools serve students who have been unsuccessful in other school settings due to low academic achievement coupled with significant behavior challenges. In this study, we investigated the effectiveness of secondary behavior-focused alternative schools on four different student outcome variables: (a) school attendance, (b) credits earned, (c) number of office referrals, and (d) number of suspensions. Using longitudinal data from a large urban school district and propensity score matching, we examined the extent to which outcomes of secondary students attending behavior-focused alternative schools differed compared to a matched sample of students attending traditional secondary schools. Findings from Poisson regression analyses indicate that enrollment in a behavior-focused alternative school significantly predicts earning fewer credits in one semester, lower attendance, and a lower number of office referrals. Implications for policy, practice, and further research relative to these findings are discussed. (As Provided).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/publications/behavioraldisorders
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01