Theses and Dissertations

Date of Award

2024

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Linda Gaughan

Committee Member

Jo Campbell

Committee Member

Kimberly Durham

Keywords

alternative schools, alternative education, dropout prevention programs, credit recovery, blended learning

Abstract

This applied dissertation aimed to evaluate the academic progress of students enrolled in an alternative/nontraditional program, specifically focusing on their performance in reading and math as measured by the Renaissance Learning STAR Reading and Math assessments. The study employed a quantitative, nonexperimental, causal-comparative design to determine whether significant differences existed between entry and exit scores for students in Grades 9 to 12. Data were collected from students enrolled during the 2018-2019 school year, with valid STAR assessment scores at both entry and exit.

Results indicated no significant differences between entry and exit scores in both reading and math, suggesting that the program did not achieve its intended academic improvements. Several factors were considered to explain these outcomes, including the duration of student enrollment, the challenges associated with implementing the blended learning model, and the effectiveness of intervention strategies. The continuous enrollment process may have led to shorter engagement periods for some students, limiting their exposure to the program’s interventions. Additionally, difficulties in seamlessly integrating face-to-face and online learning components may have hindered the effectiveness of the blended learning approach. Furthermore, the intervention strategies employed may not have been tailored to address the specific needs of the student population, contributing to the lack of significant academic gains. These findings highlight the need for further research incorporating qualitative data to better understand the academic performance and experiences of students attending alternative/nontraditional programs.

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