The purpose of this study was to provide insight regarding the impact that the alternative to suspension program Achievement Character Excellence (ACE) has on the students who are placed there. The study utilized four achievement indicators to track the level of improvement of students after they were placed in the ACE program and after they were placed on Out of School Suspension (OSS). It is important to note that all of these factors have a direct impact on students fulfilling their graduation requirements. The study also explored the character development and instructional practices related to returning ACE students' character development.
This quantitative study involved two parts. Part one of the study evaluated the progress of 52 students who were suspended out of school (OSS) during the 2007–08 school year and 65 students who were placed in the alternative to suspension program (ACE) during the 2008–09 school year. Part one used a two-sample t test to analyze whether or not a significant difference existed between the ACE students' and OSS students' academic and behavior growth after they have returned from their suspensions. Part two of the quantitative study included 209 high school teachers and 17 returning ACE students. These participants participated in the Collective Responsibility for Excellence and Ethics (CREE) survey to evaluate the following: the students' and teachers' perceptions of the ACE students' character development, the teaching practices and behavioral interventions that impact their character development.
The results of part one indicated that there was no significant difference in attendance between the returning ACE students and OSS students. There was a significant difference in the increase in the returning ACE and OSS students' GPA, improved behavior and credit retrieval. These results are in favor of the ACE program.
The results of part two indicated some concern for the returning ACE students' health and safety as they relate to depression, alcohol, drug use and some teacher concern for some specific aspects of the returning ACE students' character. The study also revealed that these students are perceived to have improved in their ability to care for each other and are responsible with their school work. The results of this study are significant because they provide confirmation that many areas in the ACE program are effective. They also shed light on areas that need improvement. I recommend that the district responds in the following manner: provide more professional development in the areas specified in the study, reevaluate instructional practices and interventions.
|Commitee:||Smith, Shelton, Stikes, Charles|
|School:||Missouri Baptist University|
|School Location:||United States -- Missouri|
|Source:||DAI-A 73/02, Dissertation Abstracts International|
|Subjects:||Educational evaluation, School administration|
|Keywords:||Academic intervention, Alternative education, Behavioral intervention, Out-of-school suspension|
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