Voices from the Margins: Towards a Bottom-up Approach to Measuring Success in Type I Alternative Education Campuses
Date of Award
12-12-2024
Degree Name
Ed.D. in Leadership for Organizations
Department
Department of Educational Administration
Advisor/Chair
Matthew Witenstein
Abstract
This critical participatory action research study lays the groundwork for a bottom-up evaluation framework for dropout recovery high schools, also known as Type I Alternative Education Campuses (T1AECs). By gathering qualitative data documenting the unique experiences and goals of T1AEC students, the research seeks to amplify the voices of young adults who reclaim their educational journey in alternative settings. The findings aim to construct an evaluation framework that centers on students' needs, supports meaningful engagement, and captures a broader range of outcomes than traditional accountability measures allow. The study holds potential to inform policy recommendations, improve school evaluation practices, and ensure that alternative education programs meet the diverse needs of students who are disenfranchised by traditional high schools.
Keywords
alternative high schools, dropout prevention, credit recovery, early school leaving, student disengagement, school improvement, school accountability, program evaluation, Ohio K-12 education, charter schools, community schools, at-risk students, at-promise students
Rights Statement
Copyright © 2024, author.
Recommended Citation
Plotnick, Zoe, "Voices from the Margins: Towards a Bottom-up Approach to Measuring Success in Type I Alternative Education Campuses" (2024). Graduate Theses and Dissertations. 7499.
https://ecommons.udayton.edu/graduate_theses/7499
