A Study of the Relationship Between Indicators of Georgia Alternative School Effectiveness and Measures of Student Success as Perceived by Alternative School Administrators
Type of Degreedissertation
Education Foundation, Leadership, and Technology
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The purpose of this study was to investigate the relationship between Georgia alternative school administrators' perceptions of student success factors and the three domains of essential elements of effective alternative schools. The success factors included: dropout rate, average grade point average (GPA), average absences per student, recidivism rate, and suspension rate. The essential elements of alternative schools included the domains of efficiency, learning environment, and academic performance. Research questions were addressed through an instrument created from the work of Dr. Leon Swarts. The instrument was tested for validity and reliability and was found to be both valid and reliable. The instrument was e-mailed to all principals of Georgia alternative schools and sixty-nine participated in the study. The statistical method used for the study was a series of one-way ANOVAs using the F-test statistic. The relationship of the five dependent variables (dropout rate, suspension rate, grade point average, student absentee rate, and recidivism rate) with the nine independent variables (planning, school leadership, organizational structure, culture, professional development, parent involvement, community involvement, school-linked services, and academics) were determined. Apparently,the student outcome measures of GPA and Suspension Rate garnered more ststistical relationships to effective school dimensions. Recidivism rate may be a student outcome measue for future use but absentee rate and dropout rate may be measures that should not be used to garner relationships to alternative school effectiveness.