Dissertation/Thesis Abstract

Alternative School Leadership Transformation: A Mixed-Methods Evaluation of Outcomes
by Fears, Justin, Ed.D., Lindenwood University, 2016, 166; 10174303
Abstract (Summary)

This study was a documentation and assessment of Beta Academy Alternative School’s (pseudonym) transition to a newly introduced educational model/ leadership paradigm and examination of student educational outcomes, resulting from the leadership change. As a first year administrator, the researcher undertook the task of transforming an underperforming alternative education program by targeting areas of identified deficiency and/or concern (graduation rates, attendance, and discipline).

In this study, the researcher executed a mixed-method evaluation of the new educational model in an effort to determine contributions to success, potential barriers to change, and the characteristics associated with both, as well as the quantitative analysis that would support or not support the researcher’s hypotheses.

The first goal of the study stated that following the implementation of the new model for alternative education, building discipline referrals would decrease by 10% per semester, as compared to previous referral data. The results indicated a 280% decrease in student referrals, thus illustrating a dramatic and statistically significant decrease.

The second goal indicated that graduation rates would increase or would stay the same, within 2% of previous rates (percentage of total seniors), as compared to the previous year’s results and following implementation of the new educational and leadership paradigms. A z-test for difference in proportion tested a change in graduation rates of less than 1%, thus, supporting the graduation rates goal.

The last goal outlined in the study stated that following the implementation of the new model for alternative education, building attendance would increase by 30% per semester, as determined by ADA hours and compared to previous attendance data. Upon calculation, it was determined that there was an increase in attendance of 36.2% providing statistical support that the increase in attendance was significant, as well as met the outlined goal for attendance improvement.

The qualitative component of the study used responses to a questionnaire analysis to gauge stakeholder involvement and perceptions associated with the new educational model. The feedback was positive and indicated the measured criteria to be impactful and effective in the areas of fidelity, implementation, development, and attainment of desired goals.

Indexing (document details)
Advisor: Wisdom, Sherrie
Commitee: Long, John, Weir, Graham
School: Lindenwood University
Department: Education
School Location: United States -- Missouri
Source: DAI-A 78/05(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Educational tests & measurements, Educational evaluation
Keywords: Alternative education program, Graduation rate
Publication Number: 10174303
ISBN: 9781369287264
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