A comparative case study analysis of the successful transition from alternative programs into traditional education programs
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ABSTRACT
Due to the increasing need to provide educational alternatives for students regardless of their behavioral difficulties, alternative schools are becoming more commonplace in the educational realm. Since many students will become students in these sort of schools, it is important to determine the common experiences of students who were successful in alternative schools. The purpose of this study was to find the commonalities among students who have successfully transitioned from alternative programs back into traditional education programs. A comparative case study analysis was undertaken in which three case studies were analyzed to determine the commonalities among successful alternatives school students.
The three case studies involved in the analysis were: Jones (1999), Case studies of students transitioning from an alternative school back into high school; Toliver (2010), A case study of student and leadership team perceptions of a metro Atlanta alternative school program: selected educational factors which impact student achievement as measured by high school completion; and Scipio (2013) Alternative education: A comparative case study of the behavior modification programs of two upstate South Carolina alternative schools for youth who exhibit behavior that is disruptive.
Each case study found that the most important indicator of student success in alternative schools was the development of a caring relationship with an adult within the school. The studies also suggested that it was important for an alternative school to remain small with small class sizes as well. Using the commonalities, the researcher developed suggestions for further research as well as recommendations for addressing alternative schools as a whole.