Back on Track: Evaluating the Impact of the Opportunity Program

Autor/in	Stanley, Christina C.
Titel	Back on Track: Evaluating the Impact of the Opportunity Program
Quelle	(2013), (88 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Fullerton
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3034-3190-6
Schlagwörter	Hochschulschrift; Dissertation; Nontraditional Education; Nontraditional Students; At Risk Students; High School Students; Comprehensive Programs; Academic Failure; Academic Achievement; Student Participation; Program Effectiveness; Graduation Requirements; Attendance Patterns; Cohort Analysis + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Non-traditional education; Alternative Erziehung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Gesamtunterricht; Schulleistung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Abschlussordnung; Kohortenanalyse
Abstract	Education leaders have turned to alternative schools and classroom settings for help as students continue to fail classes and fall behind in acquiring the required units for graduation. Alternative programs, such as Opportunity Education, help at-risk students make academic progress, recover graduation units, learn appropriate classroom behavior, reintegrate into the comprehensive high school setting, and graduate from a comprehensive high school. The purpose of this study was to evaluate the impact of participation in the Opportunity Program on student academic success. Data included graduation units recovered, graduation requirements met in the comprehensive or alternative setting, attendance rates, and length of time spent in alternative education. Findings indicate that students in the Opportunity program did not recover sufficient graduation units while enrolled but did improve daily school attendance during and after exit from the program. The majority of students enrolled in the Opportunity program did not return to the comprehensive high school setting, sustain academic progress, or graduate on time with their four-year cohort. At-risk factors continued to influence students' academic progress after intervention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01