Effective Programming for Disengaged or Disenfranchised Students at Risk of School Failure and Drop-Out

Abstract

The purpose of this study was to examine one alternative program for disengaged and disenfranchised students in a mid-western school district to determine its effectiveness in providing an environment which allows those students to achieve academic success. Academic success was measured by increases in attendance rates and grade point averages as compared between the semester prior to program involvement and the school year of this study, 2000-2001. Data were collected from school records as provided by the central school district office. The findings of the study were that there was significant improvement both in attendance and in grade point averages for students who participated in the alternative programming. Additionally it was found that, in general, there was not a significant difference in the attendance or grade point average improvement between different gender groups, socioeconomic groups, ethnic groups, nor between the expelled and nonexpelled populations in that program.