Avoiding Dropout: A Case Study of an Evening School Alternative Program

Autor/in	Kamrath, Barry
Titel	Avoiding Dropout: A Case Study of an Evening School Alternative Program
Quelle	In: Planning and Changing, 48 (2019) 3-4, S.150-172 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0032-0684
Schlagwörter	High School Students; At Risk Students; Urban Schools; Dropout Prevention; Evening Programs; Nontraditional Education; Program Descriptions; Program Effectiveness; Student Attitudes; Academic Aspiration; Occupational Aspiration; Discipline; African American Students; Online Courses; After School Programs; Transitional Programs; Self Management; Teacher Student Relationship; Caring; Outcomes of Education + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Evening studies; Evening class; Abendstudium; Non-traditional education; Alternative Erziehung; Schülerverhalten; Berufsneigung; Berufsziel; Disziplin; African Americans; Afroamerikaner; Online course; Online-Kurs; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Selbstmanagement; Teacher student relationships; Lehrer-Schüler-Beziehung; Care; Pflege; Sorge; Betreuung; Lernleistung; Schulerfolg
Abstract	After being identified as a school in need of improvement, one struggling inner city high school implemented an evening school alternative program to reduce their suspension, failure, and dropout rates. In its first year, the program graduated 100% of the student participants, all of whom were in danger of dropping out, or being kicked out of high school. This case study, completed during the second year of the program, identifies characteristics of the evening school program that contributed to its initial success and shares information on the experiences and perceptions of students and staff members involved in the program. Student participants, many of who were experiencing problems related to physical altercations, involvement with gangs, and use of illegal substances, shared their educational and career aspirations. Study findings suggest these students appreciate the structure of the program and the opportunities they are being provided. Implications for schools and school leaders are presented. (As Provided).
Anmerkungen	Department of Educational Administration and Foundations. College of Education, Illinois State University, Campus Box 5900, Normal, IL 61790-5900. Tel: 309-438-2399; Fax: 309-438-8683; Web site: http://education.illinoisstate.edu/planning/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01