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Date of Award

2000

Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)

Department

Educational Administration and Leadership

First Advisor

Dennis Brennan

First Committee Member

Phyllis Hensley

Second Committee Member

Stephen Davis

Third Committee Member

Robert Watt

Fourth Committee Member

Mari Irvin

Abstract

Studies of female at-risk students have proved minimal with specific regard to those leaving the comprehensive high school in order that they may attend alternative programs. Research on related literature concerning the history of education in the United States, effective instructional practices, appropriate grade level curriculum, school structure and climate, and at-risk students with emphasis on the female gender was examined. Studies were also completed using survey instruments and focused interviews involving students enrolled at three continuation high schools in northern California. Students responded that attendance and low academic performance influenced their decision to leave the comprehensive high school. Other factors affecting: their enrollment included large class size, lack of teacher instructional support, mismatch of student ability to courses in which they were enrolled, and an insufficient offering of courses and extra curricular options that were attractive to them. Students did acknowledge that they were encouraged to do their best by teachers at the continuation high school. Easily established friendships was a second positive reflection of participants. Recommendations for instructional application and future research are included within the dissertation. The research of this study focused on site controlled factors which influenced female students' decision to discontinue their education at the comprehensive high school in favor of an alternative educational program. The findings of this research, therefore, is under the control of both educators and policymakers and very much in the realm of direct influence. Educational leaders are encouraged to review these findings for consideration in refining school practices and decisions for restructuring school design.

Pages

160

ISBN

9780599689107 , 0599689102

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