scholarly journals Designing Innovative Alternatives to Traditional High Schools: What Leaders Need to Know

2000 ◽  
Author(s):  
Chester Edwards
Keyword(s):  
High Schools ◽  
Traditional High Schools

scholarly journals Lived Experience of Literacy Coaches in the Technology-based Classrooms to improve Students’ Literacy among Non-traditional High Schools in Jamaica

2021 ◽  
pp. 7-16
Author(s):  
Claudine Bent-Cunningham ◽  
Daniel Allida
Keyword(s):  
High Schools ◽  
Secondary Education ◽  
Lived Experience ◽  
Low Income ◽  
Policy Development ◽  
Phenomenological Study ◽  
Literacy Coaches ◽  
Alternative Pathways ◽  
Traditional High Schools ◽  
Qualitative Phenomenological

Purpose of the study: This research sought to investigate the extent to which the Alternative Pathways to Secondary Education (APSE) program implemented in Jamaica to address deficits in literacy has worked in addressing the apparent achievement gap which is so evident among students in Non- traditional High schools. The research also sought to determine what kind of support is needed for Literacy coaches and literacy teachers to maximize these students’ learning opportunities. This qualitative phenomenological study employed the thematic text analysis approach. This study selected pathway /literacy coaches based on the Secondary school/ Non- traditional high schools selected for the study. The research attempted to investigate the challenges that these seven coaches experienced in integrating technology in their guiding of the Apse program in improving students learning challenges in Literacy. The research found that students in the Apse program were mainly at-risk children who came from low-income homes and who were predominantly boys who had learning difficulties. It was concluded that more technological resources were needed in Non- traditional schools. The Alternative Pathways to Secondary Education (APSE) program has a high accountability measure which helped to improve students’ performance in Literacy. The researcher recommends increased personnel in guidance departments to stem behavioral issues, policy development for increased technological integration in schools, and more accountability measures for students.

Urban American Indians "Dropping" Out of Traditional High Schools: Barriers & Bridges to Success

2002 ◽  
Vol 85 (3) ◽  
pp. 38-46 ◽  
Author(s):  
Rhonda B. (Rhonda Baynes) Jeffries ◽  
Mary Nix ◽  
Carson Singer
Keyword(s):  
High Schools ◽  
American Indians ◽  
Traditional High Schools ◽  
Urban American Indians

scholarly journals A Comparison of School Climate Ratings in Urban Alternative and Traditional High Schools

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Aaron Perzigian ◽  
Michael Braun
Keyword(s):  
High Schools ◽  
School Climate ◽  
Mixed Model ◽  
Linear Mixed Model ◽  
Academic Preparation ◽  
Alternative High Schools ◽  
School Type ◽  
Traditional Schools ◽  
Traditional High Schools ◽  
Learning Focused

We investigated whether there are significant differences in ratings of school climate from the perspectives of students, parents, and school staff across four types of urban secondary schools. Data originated from a school climate survey administered in a large urban Midwestern school district to students attending traditional and alternative high schools. We coded all high schools in the sample district into four school types, including traditional, innovative, behavior-focused, and academic remediation-focused. We analyzed data using linear mixed-model regression. Results showed statistically significant differences in specific dimensions of school climate across stakeholder groups and the four school types. Analysis of student data indicated ratings of Learning-Focused Environment are significantly lower in traditional schools. Analysis of parent data indicated ratings of Academic Preparation and Community Engagement are significantly higher in innovative alternative schools. Analysis of staff data indicated ratings of Staff Engagement are significantly lower in traditional schools. These findings suggest discrepant educational opportunities related to specific dimensions of climate according to school type.

From the Margins to the Mainstream: Potential Impact of Early Colleges on Traditional High Schools

2012 ◽  
Vol 76 (3) ◽  
pp. 383-394 ◽  
Author(s):  
Robert Smith ◽  
John Fischetti ◽  
Deron Fort ◽  
Tilly Gurley ◽  
Mike Kelly
Keyword(s):  
High Schools ◽  
Traditional High Schools ◽  
Potential Impact

Alternative Curriculum and Assessment at an Alternative High School

1992 ◽  
Vol 85 (8) ◽  
pp. 671-674
Author(s):  
Marilyn K. Simon
Keyword(s):  
High School ◽  
High Schools ◽  
Continuing Education ◽  
Orange County ◽  
Alternative High School ◽  
Environmental Studies ◽  
Department Of Education ◽  
Alternative Curriculum ◽  
Traditional High Schools ◽  
Education School

Academic decathlons and continuing education high schools seem an unlikely mixture, but not for students at Alta Vista High School, a continuing education school in Southern California for teenagers who have had difficulty in traditional high schools. The students made an impressive showing in the academic decathlon sponsored by the Orange County Department of Education. In keeping with the esprit de corps of the academic decathlon, teachers at Alta Vista High School created the Environmental Studies Academic Pentathlon (ESAP) for its students.

The Costs and Benefits of Early College High Schools

2020 ◽  
pp. 1-56 ◽  
Author(s):  
Drew Atchison ◽  
Kristina L. Zeiser ◽  
Salma Mohammed ◽  
David S. Knight ◽  
Jesse Levin
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Net Present Value ◽  
Underrepresented Students ◽  
Cost Ratio ◽  
Costs And Benefits ◽  
School Students ◽  
Traditional High Schools ◽  
The Impact

Early Colleges (ECs) provide high school students access to college coursework with the goal of increasing postsecondary opportunities for traditionally underrepresented students. We examine the impact of ECs on postsecondary attainment, calculate the resulting monetary benefits, and then estimate the per-student costs of ECs compared to traditional high schools to compare costs and benefits. Our findings indicate that students enrolling in ECs in our study are more likely to attend college and graduate with an associate or bachelor's degree. Increased educational attainment from EC enrollment results in lifetime benefits of almost $58,000 per student. ECs cost approximately $950 more than traditional high schools per student per year, resulting in an overall cost of $3,800 more per student across four years of high school. Comparing benefits to cost, we estimate a net present value (NPV) of $54,000 per student and a benefit to cost ratio of 15.1. Even when using conservative estimates of costs (upper bound) and benefits (lower bound), we calculate an NPV of over $27,000 and a benefit to cost ratio of 4.6. These results indicate that investment in ECs pays off through increased earnings for EC students, increased tax revenue, and decreased government spending.

scholarly journals Improving Student Achievement: Can Ninth Grade Academies Make A Difference?

2010 ◽  
Vol 5 (3) ◽  
Author(s):  
Ronald Anthony Styron ◽  
Eddie J Peasant
Keyword(s):  
Student Achievement ◽  
African American ◽  
High Schools ◽  
African American Students ◽  
Algebra I ◽  
Ninth Grade ◽  
Ninth Grade Academies ◽  
American Students ◽  
Traditional High Schools ◽  
Biology I

This study focused on student achievement in ninth grade schools or academies compared to ninth grade students enrolled in traditional high schools. Student achievement was measured by standardized test scores. Other variables tested were gender and ethnicity. All students used in this study were enrolled in the ninth grade during the 2005-2006 school year at one of six schools selected for this research. Participants were enrolled in Algebra I and/or Biology I course(s) and therefore took the standardized Subject Area Test in these disciplines. Data indicated students enrolled in ninth grade academies scored significantly higher then ninth graders enrolled in traditional high schools on both the Algebra I and Biology test. Further analysis of data revealed significant differences based on ethnicity in achievement of Biology I students in the ninth grade academies when compared to the Biology I students in the traditional high schools. The African American students in the ninth grade academies had a higher mean score on the Biology I SAPT than Caucasian and African American students enrolled in the traditional high schools. Additionally, the Caucasian students in the ninth grade academies scored only .03 higher than the mean score of African American students in the ninth grade academies.

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