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Alternative high school graduates' a...

De La Ossa, Patrice K.

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Alternative high school graduates' assessments of the quality of their high school experience: Seven years later.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Alternative high school graduates' assessments of the quality of their high school experience: Seven years later./
Author:	De La Ossa, Patrice K.
Description:	176 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 2002.
Contained By:	Dissertation Abstracts International71-06A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3404072
ISBN:	9781124005430

Alternative high school graduates' assessments of the quality of their high school experience: Seven years later.
De La Ossa, Patrice K.

Alternative high school graduates' assessments of the quality of their high school experience: Seven years later. - 176 p.

Source: Dissertation Abstracts International, Volume: 71-06, Section: A, page: 2002.

Thesis (Ph.D.)--Walden University, 2010.

Growing numbers of students in the United States are choosing to attend an alternative high school. However, because most studies of student perceptions of high school experiences have been conducted with graduates of traditional schools, little is known about whether graduates of public non-charter alternative schools perceive their schools as having prepared them for life. Using Deci's self-determination theory with a constructivist framework, a longitudinal study was conducted on a group of seven former alternative high school students who were part of a similar study in 2001. The 2001 study indicated that their high school experience gave them a sense of success, autonomy, and personal worth. The current study used focus groups and interviews to determine how satisfied participants were with their lives today and whether their education had been appropriate for them. Elements of their education participants believed led to their life satisfaction were having stronger personal relationships with teachers, being treated more like adults, and being able to participate in structuring their learning and academic activities. The results of this study (a) affirm that students can evaluate their school experiences objectively and (b) document that these adult graduates' views of their school experiences were similar to those held when they were students. Results indicate providing equitable opportunities for all students to pursue graduation proved essential for students' success and later life and educational satisfaction. The results also affirmed participants believed alternative school models were a valid and worthwhile choice for young people and their parents to consider when the traditional school was not appropriate. Giving youth more options for completing high school should increase the high school graduation rate, an achievement that is fundamental to lasting positive social change in America. This study helps create positive change by providing information to district planners and parents who make school option decisions for students.

ISBN: 9781124005430Subjects--Topical Terms:

539262
Education, Secondary.

Alternative high school graduates' assessments of the quality of their high school experience: Seven years later.
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500 $a Adviser: Sigrin Newell.
502 $a Thesis (Ph.D.)--Walden University, 2010.
520 $a Growing numbers of students in the United States are choosing to attend an alternative high school. However, because most studies of student perceptions of high school experiences have been conducted with graduates of traditional schools, little is known about whether graduates of public non-charter alternative schools perceive their schools as having prepared them for life. Using Deci's self-determination theory with a constructivist framework, a longitudinal study was conducted on a group of seven former alternative high school students who were part of a similar study in 2001. The 2001 study indicated that their high school experience gave them a sense of success, autonomy, and personal worth. The current study used focus groups and interviews to determine how satisfied participants were with their lives today and whether their education had been appropriate for them. Elements of their education participants believed led to their life satisfaction were having stronger personal relationships with teachers, being treated more like adults, and being able to participate in structuring their learning and academic activities. The results of this study (a) affirm that students can evaluate their school experiences objectively and (b) document that these adult graduates' views of their school experiences were similar to those held when they were students. Results indicate providing equitable opportunities for all students to pursue graduation proved essential for students' success and later life and educational satisfaction. The results also affirmed participants believed alternative school models were a valid and worthwhile choice for young people and their parents to consider when the traditional school was not appropriate. Giving youth more options for completing high school should increase the high school graduation rate, an achievement that is fundamental to lasting positive social change in America. This study helps create positive change by providing information to district planners and parents who make school option decisions for students.
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