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ERIC Number: ED351400
Record Type: RIE
Publication Date: 1992-Jan-20
Pages: 26
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Student Assessment of the Program at an Alternative High School for At-Risk Students.
Speckhard, Gerald P.
An evaluation of an alternative program for at-risk high school students offered in the Porter County (Indiana) school system is described in this report. The evaluation was based on student assessments of the program, obtained through use of an interview format. The program, which provides instruction in basic subject areas required for graduation is one in which programs are individualized, courses can be started and completed at any time, grades are not awarded, and credit is given for successful completion. The interviews were conducted in the program's second year, 1991, during which 62 of the 72 participating students were interviewed. Prior to the interview, each student was identified by the school staff as either hardworking, performing satisfactorily, or doing poorly. This identification was done to enable evaluators to learn about any differences in responses among these three categories of students. The interview covered the following topics: (1) reasons for attendance; (2) future plans; (3) program assessment; (4) faculty assessment; (5) assessment of other students; (6) assessment of program's unique aspects; and (7) comparison with home schooling. The results show that students were generally supportive of the program (girls somewhat more than boys), individualized instruction was well received, teacher interaction was very positive, and most of the students supported the non-grading format. Overall, the results indicate that at-risk students who were in jeopardy of not completing high school are now in the process of doing so and are happy with the process. Included are the interview instrument and 16 tables. (JB)
Publication Type: Reports - Evaluative; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A