1. Scholastic Success After Attending A Disciplinary Alternative Education Program: A Qualitative Phenomenological Hermeneutic Study Dr. Cynthia Rhone Dr. Linda Atkinson

2. Statement of the Problem
At risk students likely to repeat failure.
Experienced unequal educational opportunities.
DAEP’s were considered inferior.
Teachers and administrators were less qualified.
Staff did not have specialized training.
Disciplinary Alternative Education Program (DAEP).

3. Purpose of the Study
To explore the lived experiences of six former students who attended a DAEP and their perceptions of factors that influenced the successful completion of high school upon returning to their home school.
To understand the perceptions of factors that contributed to recidivism, the successful reentry into the student’s home school, and to student’s success despite personal and environmental challenges.

4. Significance of the Study
At risk students became disengaged from education.
Dropouts incapable of supporting themselves.

5. Significance of the Study to Leadership
Can participate in today’s job market with a high school diploma.
Evaluate strategies contributing to resilience.
Contribution to recidivism, student transition, and resilience.
Implement specific strategies to target students’ needs and success.
Identify successful factors for a dropout prevention program.

6. Results: Theme 1: Attendance at a DAEP
Participants:
Sample: 33% females, 67% males; 83% African American, 17% Caucasian.
All attended a DAEP.
All graduated.
Felony charges occurred outside of school.
Behavior parallel to Bronfenhenner’s (1979) framework; interconnectedness.
Schlossberg Transition theory; from one education environment to another.

7. Theme 2: Challenges Incurred After Re-enrollment
Participants:
Overcame obstacles to graduate.
Worked diligently/focused.
Experienced resilience.
Utilizing positive assets and resources.

8. Theme 3: Successful Graduation
Participants:
Encouraged/motivated by their support systems.
Had the ability to overcome challenges.
Experienced the resilience theory.
Experienced Bandura’s Self-Efficacy Theory.

9. Sub-Theme 1: Support System
Parents
Guidance Counselors
Athletic Coaches
Teachers
Assistant Principal
Probation Officer
Dean of Girls
Friends

10. Sub-Theme 2: Motivation
Motivational Theory
Flow Theory- emphasized self-worth and accomplishment.
Bandura’s Self-Efficacy Theory; motivated to learn.
Intrinsic and extrinsic motivation.

11. Implications of Findings
Recidivism
No occurrence of recidivism.
Support systems; contributing factors in returning school.
Academic grade level contributed to a lack of recidivism; 83% were 11th or 12th graders.
Thirty-three percent entered a different school to graduate.

12. Implication of Findings
Outlier
Experienced by 33% of participants.
Experienced re-entry issues.
Chose to relocate to another school.
Was considered by school administration as a safety concern.

13. Conclusions: Recommendations for Leadership
School Administrators
Hire and maintain highly qualified teachers and administrators.
Increase monitoring of student progress.
Ensure guidance counselors and curriculum leaders devise academic and behavior program.
DAEP Classroom Teachers and Personnel
Teach in content area.
Receive staff and curriculum development.
Implement proven research-based instructional strategies.
Provide diverse educational opportunities for students at-risk of failing.
School Counselors
Provide appropriate records to home school counselors; planning and interventions.
Participate in the transition meetings.

14. Recommendations for Future Research
Include a comparison between resilient students and those who did not graduate.
Establish criteria to target a larger sample of resilient students.
Replicate the study with participants who attended a DAEP; but obtained their GED.