Date of Award
2012
Document Type
Dissertation
Degree Name
Doctor of Education
Department
Abraham S. Fischler College of Education
Advisor
Carol B. Furtwengler
Committee Member
Sandra Eidson
Committee Member
Ronald P. Kern
Keywords
absenteeism, behavioral infractions, CIPP evaluation model, constant-comparative method, dropout prevention, dropout programs, mixed-methods research, parent involvement, program evaluation, program implementation, qualitative research, quantitative research, school district, stakeholder perceptions, student retention, triangulation
Abstract
This applied dissertation study evaluated a dropout-prevention program in a South Carolina school district. The dropout problem was identified by school and district administrators and discussed at county board meetings among community members, faculty, and parents of children attending school in the district. A dropout-prevention program was implemented 3 years prior but, had never been evaluated.
The purpose of this study was to evaluate the Dropout-Prevention Academy program. The study determined how the program design matched effective dropout-prevention programs described in the literature; stakeholders’ (e.g., teachers, administrators, and parents) perceptions of the program; and any changes that occurred in student retention, absenteeism, and behavioral infractions since program implementation. The context, input, process, and product (CIPP) evaluation model was used with a mixed-methods design. The concurrent-procedures research model was used to converge and triangulate quantitative and qualitative data for a comprehensive analysis.
Analysis of qualitative data from interviews using the constant-comparative method revealed that a major component of the selection criteria that required students to have repeated one or more grades was not implemented as planned. Overall, stakeholders believed the majority of the program was implemented as planned. Stakeholders perceived that the program was meeting the needs of students and had given parents and students a more positive outlook for the future. An analysis of quantitative data provided descriptive and inferential statistics that showed a significant decrease in absences and discipline infractions of students after entering the program. Analysis of student-retention data revealed higher retention rates for students enrolled in the program. Results of the program evaluation identified strengths and areas for program improvements. The study’s analyses of data resulted in several recommendations for program improvement.