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ERIC Number: EJ1199041
Record Type: Journal
Publication Date: 2018
Abstractor: As Provided
Alternative and Traditional High School Enrollment: An Analysis of One Urban District
Wilkerson, Kimber L.; Afacan, Kemal; Perzigian, Aaron B.; Courtright, Maxwell R.; Lange, Lauren E.
Journal of At-Risk Issues, v21 n2 p13-19 2018
Urban districts are important places to observe the array of non-traditional schooling options in which high school students can be educated. We examined enrollment distributions in 1 traditional and 3 different types of alternative high schools in 1 urban school district. We coded all high schools in the sample district into 4 school types including traditional, innovative, behavior-focused, and academic remediation-focused. We analyzed demographic data of all high school students enrolled in the sample school district for gender, ethnicity, qualification for free or reduced-price lunch, and disability status. Results showed overrepresentation of male students, Black students, American Indian students, students who qualified for free or reduced-price lunch, and students with disabilities in behavior-focused alternative schools. Hispanic students were overrepresented in academic remediation-focused alternative schools. These findings suggest disparate enrollment practices among urban traditional and alternative high schools.
Descriptors: High School Students, Nontraditional Students, Urban Schools, School Districts, Traditional Schools, Enrollment Trends, Remedial Instruction, Disproportionate Representation, High Schools, Student Characteristics, Racial Differences, Gender Differences, Lunch Programs, Disabilities, White Students, African American Students, Hispanic American Students, Asian American Students, Ethnic Groups, Nontraditional Education
National Dropout Prevention Center. 3325 Hwy 81 N, Anderson, SC 29621. Tel: 864-642-6372; e-mail: firstname.lastname@example.org; Web site: http://dropoutprevention.org/
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A