Characteristics of Students in Traditional versus Alternative High Schools: A Cross-Sectional Analysis of Enrollment in One Urban District

Autor/inn/en	Perzigian, Aaron B.; Afacan, Kemal; Justin, Whitney; Wilkerson, Kimber L.
Titel	Characteristics of Students in Traditional versus Alternative High Schools: A Cross-Sectional Analysis of Enrollment in One Urban District
Quelle	In: Education and Urban Society, 49 (2017) 7, S.676-700 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124516658520
Schlagwörter	Urban Schools; Traditional Schools; Nontraditional Education; High Schools; Student Characteristics; Racial Differences; Gender Differences; Disabilities; Disproportionate Representation; White Students; African American Students; Hispanic American Students; Asian American Students; Ethnic Groups; Accountability; School Choice; Social Justice; Longitudinal Studies; Grade 9; Grade 10; Grade 11; Grade 12; Socioeconomic Status; Statistical Analysis; Student Behavior; Behavior Problems; Remedial Instruction; Enrollment Trends + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Traditioneller Unterricht; Non-traditional education; Alternative Erziehung; High school; Oberschule; Rassenunterschied; Geschlechterkonflikt; Handicap; Behinderung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Ethnie; Verantwortung; Choice of school; Schulwahl; Soziale Gerechtigkeit; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Socio-economic status; Sozioökonomischer Status; Statistische Analyse; Student behaviour; Schülerverhalten; Förderkurs
Abstract	Urban school districts are comprised of many diverse high school environments including comprehensive neighborhood schools as well as a variety of smaller alternative models that focus on innovative practices, behavior remediation, or academic recovery. In terms of enrollment distribution, urban school districts are increasingly offering nontraditional school placement options for students presenting academic and behavioral difficulty or for students seeking specific curricular emphasis or pedagogy, including--but not limited to--use of school choice voucher programs. In this study, we examined student distribution across school types in one large urban district to investigate enrollment patterns with regard to gender, race, socioeconomic status, and disability status. The results of this cross-sectional analysis indicated significant disproportionality in student demographics within different school types, including overrepresentation of African American students, male students, and students with disabilities in restrictive and segregated alternative schools; overrepresentation of White students and female students in self-selected and innovative alternative schools; and underrepresentation of Hispanic and Asian students in remedial alternative schools. Implications of this disproportionality for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01