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ERIC Number: ED550682
Record Type: Non-Journal
Publication Date: 2011
Pages: 136
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2679-5004-8
Study of Faculty and Staff Perceptions of a High School Performance-Based Diploma System
Carrigan, Erin L.
ProQuest LLC, Ed.D. Dissertation, Nova Southeastern University
The theoretical framework for the present study encompassed the four pillars of the Performance Based Diploma System (PBDS) program: small learning communities, educational technology, flexible scheduling, and mentoring. This mixed-methods study uses appropriate portions of the Context-Input-Process-Product program evaluation model to assess faculty and staffs' perceptions of the outcomes related to the PBDS. This study also utilized grounded theory to organize and assess the qualitative recommendations for program improvement from the professional instructional and support staff that implement PBDS on-site in an urban high school in a southern state. Data from the county were quantitatively analyzed to determine whether the perceived PBDS program outcomes could be generalized to the school-wide student population. Survey results from PBDS professional instructional and support staff indicate that they perceive the program is successful in improving graduation rates, academic performance, behavior, and attendance. However, the quantitative school-wide findings from the county suggest that the perceived benefit of PBDS program did not generalize to other students on the same campus. Some gains were seen in reading capacity and attendance, but the findings were equivocal. Key recommendations included moving the program to permanent buildings, increasing psychological support staff, and limiting student Internet access. Improvements in technology and technology training seem vital to improving outcomes. Administrators can foster better outcomes by taking more interest in the PBDS program, and by responding more quickly to areas of need. With the inclusion of recommended changes, PBDS could be expanded to other communities and school districts who seek to improve outcomes for at-risk students in failing schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A