An Analysis of Disciplinary Alternative Education Programs in Texas PDF Download

Author: Houmma Ayena Garba
Publisher:
ISBN:
Category : Alternative education
Languages : en
Pages : 130

View

Book Description

Author: Kathy Erin Martinez-Prather
Publisher:
ISBN:
Category : Alternative education
Languages : en
Pages : 332

View

Book Description
The use of exclusionary discipline practices, which involves the removal of the student from the educational environment, continues to be a response used by schools for addressing student misconduct or delinquency. A major concern of stakeholders is that these types of discipline approaches may end up producing more negative outcomes for students (e.g., involvement in the criminal justice system or dropping out). Disciplinary Alternative Education Programs (DAEPs), a type of exclusionary discipline, are one of the more widely used tools used by schools. However, limited research has been conducted to understand how these programs operate and impact students. The purpose of this study was to understand the types of practices and support systems that are being implemented in DAEPs in Texas. Further, this study examined the relationship between program characteristics of a DAEP and its impact on recidivism to a DAEP. A mixed-methods approach was conducted. Specifically, an online survey was administered to DAEP principals to gather information on the types of practices implemented and an examination of the relationship with the rate of student recidivism. Next, follow-up interviews were conducted with DAEP principals from campuses that were found to have the highest and lowest student return rates to their DAEP.

Author: Edward L. Lopez
Publisher:
ISBN:
Category : Education
Languages : en
Pages :

View

Book Description
Purpose The purpose of this journal-ready dissertation was to determine the extent to which differences were present in Disciplinary Alternative Education Program placement by student demographic characteristics for Grade 6, 7, and 8 students in Texas schools. In the first investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (id est, Black, Hispanic, White, and Asian) for Grade 6, 7, and 8 boys were examined. In the second investigation, the degree to which Disciplinary Alternative Education Program placements differed by ethnicity/race (id est, Black, Hispanic, White, and Asian) for Grade 6, 7, and 8 girls were addressed. Finally, in the third study, the extent to which Disciplinary Alternative Education Program assignments differed by student economic status (id est, Not Economically Disadvantaged, Moderately Poor, and Extremely Poor) for Grade 6, 7, and 8 students were determined. In each of these three articles, four years of Texas statewide data were analyzed. As such, this multiyear analysis permitted a determination of trends in the differential assignment of Disciplinary Alternative Education Program placements for Grade 6, 7, and 8 Texas students. Method A causal comparative research design was employed in this quantitative investigation in which four years of Texas statewide data were analyzed. All of the independent variables and the dependent variables had already occurred, thus precluding the possibility of controlling for any extraneous variables. Findings Results were remarkably consistent across all four school years and across all three grade levels. In each of the school years, Black boys and Black girls were assigned statistically significantly higher rates of Disciplinary Alternative Education Program placements than their Hispanic, White, or Asian peers. Hispanic boys and Hispanic girls also received statistically significantly higher rates of Disciplinary Alternative Education Program placements than their White and Asian peers. Regardless of ethnicity/race, students who were Extremely Poor had statistically significantly higher rates of Disciplinary Alternative Education Program placements than their peers who were Not Poor or who were Moderately Poor. The results of these studies were congruent with the existing literature regarding the presence of inequities in the assignment of Disciplinary Alternative Education Program placements. The electronic version of this dissertation is accessible from http://hdl.handle.net/20.500.11875/2221

Author: Alecia Beck Cobb
Publisher:
ISBN:
Category : Dallas Independent School District (Tex.)
Languages : en
Pages : 252

View

Book Description
The purpose of this study is to analyze the effectiveness of disciplinary alternative education programs (DAEPs) are in meeting the academic and behavioral needs of assigned secondary students within the Dallas Independent School District. This research will examine how effective are the DAEPs' targeted interventions that focus on students with the most serious disciplinary and behavioral issues in changing their behavior in order for them to be successful in the regular school settings.

Author: Jessica L. Dunning-Lozano
Publisher:
ISBN:
Category :
Languages : en
Pages : 480

View

Book Description
This dissertation investigates the school-level impact of punitive zero-tolerance education policies through an ethnographic study of the daily practices in place at a 6th - 12th grade Disciplinary Alternative Education Program (DAEP) in Texas. This is the first ethnography of a public DAEP in Texas, a product of zero-tolerance policy designed to punish and secondly to educate. The analysis draws from a rich set of data consisting of 27 months of participant observations, 12 of these months as a substitute teacher, 90 in-depth interviews with program staff, students, parents, student survey, and an archive of student disciplinary documents. The study addresses four research questions: 1) How does the penetration of the carceral arm of the criminal justice system into public schools affect the quality of education? 2) How is discipline accomplished in this program, specifically, what are its forms, how does it vary, what is the extent of its operation, and what are its effects? 3) How does this experience vary by race, gender, class, and citizenship status? And 4) How do these disciplinary practices impact teachers, students, and families? DAEPs have little state over site, a dropout rate five times higher than mainstream schools in Texas, and have become a more common academic transition point for boys, Latinos, black, and low-income youth. This in-depth study of a DAEP offers a nuanced understanding of the form, effects, variation, and extension of discipline within and beyond the program's bounds, and contributes to our understanding of the micro-effects of punitive school policies on children, their families, and school authorities. Additionally, it examines one way the punitive state exerts discipline over marginalized youth populations through disciplinary school practices. Lastly, the dissertation provides the knowledge needed to improve the educational experiences of the most vulnerable youth populations.

Author: Rodney Dean Dunworth
Publisher:
ISBN:
Category : Alternative education
Languages : en
Pages : 246

View

Book Description
Research reveals that disciplinary alternative education programs (DAEPs) are growing at an alarming rate. What are schools doing to ensure success for those students who are placed in a DAEP? In this descriptive qualitative research study, I examined how DAEPs can operate at a more effective level in order to provide a restorative environment, resulting in a decreased recidivism rate for troubled youth. In order to achieve this overall objective, the following research questions framed this study RQ1: What are the qualities in a disciplinary alternative education program setting that lead to either success or failure of a DAEP program? RQ2: Why do students continue to commit offenses which lead to multiple assignments in a disciplinary alternative education program? RQ3: How does a disciplinary alternative education program provide a restorative environment for troubled youth in order to decrease recidivism? RQ4: What resources are available to reduce the amount of repeat student assignments to DAEP? Participants were 12 North Texas secondary school students with multiple assignments to DAEPs and 12 North Texas secondary counselors who provide emotional and behavioral supports to these students. The findings indicate there is a high need for the implementation of transitional supports, a high need for consistent and targeted counselor support and resources, a high need to change student behavior, a high need to build positive relationships, and a high need to address the environmental (social) factors that influence behavior.

Author: Albert Cortez
Publisher:
ISBN:
Category : Alternative education
Languages : en
Pages : 0

View

Book Description

Author: Jerral DeWayne Taylor
Publisher:
ISBN:
Category : Educational law and legislation
Languages : en
Pages : 640

View

Book Description

Author: Albert Cortez
Publisher:
ISBN:
Category : Alternative education
Languages : en
Pages : 15

View

Book Description

Author: Alan Wimberley
Publisher:
ISBN:
Category : Alternative education
Languages : en
Pages : 71

View

Book Description
This study was conducted to analyze the performance differences between alternative education campuses in Texas that used teacher-directed strategies and those that used self-directed strategies. The study was also conducted to inform educators of the results these two strategies had achieved with at-risk students during the three years of 2006-2008. The study used the results from the Texas Assessment of Knowledge and Skills test as reported in the aeis annual reports from the Texas Education Agency. Alternative education schools were grouped according to the strategy used to educate at-risk students. The results of the statistical tests showed the two strategies had similar performance results and there was no statistical difference between the two. The results offered several implications concerning the ability of at-risk students to achieve in alternative education schools including possible reasons why students who were previously unsuccessful became successful in alternative settings. The report also addressed the number of students who continued to be unsuccessful even when placed on an alternative education campus. Possible reasons for this continued inability to succeed are discussed. Recommendations for further research were listed at the conclusion of the study. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.].