The purpose of this phenomenological qualitative study was to identify variables that affect experiences among current and former students at a rural charter high school, Mountain Education Center High School. This study identified students served in the alternative setting and examined underlying elements for school completion that included dropout risks and dropout prevention and readmission strategies. Data were collected using semi-structured interviews conducted with the students while a parallel survey was conducted with the teachers. Using intensity sampling procedure, 20 students and 10 teachers were selected and then their data were analyzed using the constant comparative method. To create a balanced representation of data, selected students represented graduates, dropouts, and current students. Findings of this study indicated that current and former students display a variety of dropout risk factors and were served using prevention and readmission strategies while enrolled in the alternative setting. The conclusions of this study were limited to policy-related and environment-related findings. These conclusions incorporate three themes contributing to school completion. First, balanced structural transitions include decreased behavior occurrences and increased student decision making. Second, time was removed as a variable on graduation requirements. Third, students receive an increased rate of support resources.
|Commitee:||Addis, Howard B., Leslie, Ronald|
|Department:||School of Education|
|School Location:||United States -- Georgia|
|Source:||DAI-A 73/09(E), Dissertation Abstracts International|
|Keywords:||Alternative education, Charter schools, Dropout prevention, Graduation, Rural education|
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