"Maybe That Helps Folks Feel Better About What They're Doing": Examining Contradictions Between Educator Presumptions, Student Experiences, and Outcomes at an Alternative School. Issue 4 (1st October 2016)

• Record Type: Journal Article
• Authors: Kennedy-Lewis, Brianna L.; Whitaker, Douglas; Soutullo, Olivia
• Is Part Of: Journal of education for students placed at risk. Volume 21:Issue 4(2016)
• Page Start: 230
• Page End: 245
• Publication Date: 2016-10-01
• Subjects: Children with social disabilities -- Education -- United States -- Periodicals; 371.82694
• DOI: 10.1080/10824669.2016.1220308
• Languages: English
• ISSNs: 1082-4669

Abstract

ABSTRACT: The use of alternative schools as exclusionary discipline for students found guilty of committing behavioral infractions raises questions about the effectiveness of these schools in producing improved student outcomes. Educators' justifications for alternative placements are highly relevant, because decisions regarding placements are often subjective and based on ill-defined criteria. This mixed-methods study investigates educators' perceptions of one disciplinary alternative school in the Southeast and educators' justifications for its use. The study examines the district's alternative school students' outcome data and analyzes whether these data support educators' explanations for why they assign students to the alternative school. Findings show that educators often hold mixed beliefs about alternative schools, seeing them as both a punishment and as providing needed support and services. Students, however, do not demonstrate dramatically different academic or behavioral performance as a result of their placement, bringing into question educators' justifications for placing students in these schools.