Identifier

etd-04192011-165042

Degree

Doctor of Philosophy (PhD)

Department

Educational Theory, Policy, and Practice

Document Type

Dissertation

Abstract

Using historical test data from the standardized testing program (LEAP, iLEAP) in the state of Louisiana, this sequential mixed methods study utilized hierarchical linear modeling (HLM) and a logistic regression method to test alternate measures of school performance (student achievement model, growth model, and transition to 9th grade) applied to alternative middle schools serving students who are academically behind. These schools are defined as those serving students who have not yet been able to transition to high school due to grade retention and are substantially older than their grade peers (Aron, 2003). The quantitative study sample included both students attending alternative middle schools of this type in Louisiana and a comparison group of overage middle schools students attending a regular school within the same districts. The quantitative study was followed by an evaluative study of three of the alternative schools determined to be successful using those alternate measures, and utilizing a client-centered model. From the results of this research study, a multiple measure accountability plan for alternative schools is suggested.

Date

2011

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

MacGregor, S. Kim

Included in

Education Commons

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