The academic, creative, and social performance of six at-risk adolescents who participated in an alternative school program

Abstract

Recently there has been an increased focus on educating students who are in danger of failing in school or in life, and who, therefore, are "at-risk." The literature addresses defining the at-risk problem, the consequences of the problem, and solutions to the problem. This research explores the impact on the students who attended an alternative school that individualized instruction by implementing cooperative learning, peer tutoring, and the use of simulations. The study unfolded in three phases: a) Phase I, collection and evaluation of quantitative and qualitative data related to the characteristics of the school and the student body; b) Phase II, examination of the implementation of the three innovative instructional strategies during one academic year, verbal portrayal of the environment and events of the year; and c) Phase III, the development of case studies of six former students. Four research questions sought to determine the effects of the school on the students in the areas of academic performance, development of creativity, social performance, and residual effects of the school. Findings presented are based on students' performance at entry into the program, during attendance at the school, and two years after leaving the program. The findings indicate that the academic performance of the students did improve while they attended the school. The development or enhancement of creativity was supported by events during the year and by the creative endeavors of the students today. The results of the study indicate that the social performance of the students improved in the areas of contact with law enforcement agencies and communicating with others while they were attending the school. Regarding the residual effects of the school, the students overwhelmingly stated that the school had made a positive impact on their lives today. They attributed this to the caring and concern of the teachers and staff of the school rather than to the innovative instructional strategies.