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Drexel University Ed.D. Student
Assistant HS Principal - Warwick School District
Email:  sk3675@drexel.edu

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https://vocaroo.com/i/s1vJyuUPl3RM

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o   What contributing role does content alignment play in educational programming?

o   What structures of alternative educational programming play vital roles in successful programs?

o   How does online learning environments contribute to student development?

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The purpose of this research is identify and further investigate what both positively and negatively contributes to alternative educational programs and student success. By taking a closer look at effects on students, the types of programming, and plausible outcomes for those students will not only provide clarity to current research and educational practices but also a framework moving forward in 21st Century classrooms.

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The studies suggest that high school students encounter social, relational, emotional, and/or academic growth when participating in alternative educational programming.  The research also suggests that by participating in experiences out of the classroom, the opportunities for students can be maximized and real-life applications and connections can be utilized for a seamless transition to specific outcomes.

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Alternative educational programming and its outcome effects have varied results.  There is not a specific measurement tool to gather evidence to accurately represent outcome-based results from alternative educational programming; therefore, a quantitative tool to measure levels of success and specific outcomes.

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Alternative Education - education that encompasses many pedagogical approaches differing from mainstream pedagogy.

Restorative Practice - new field of study that has the potential to positively influence human behavior and strengthen civil society around the world; builds healthy communities, increases social capital, reduces the impact of crime, decreases antisocial behavior, repairs harm, and restores relationships.

Pedagogy - method and practice of teaching, especially as an academic subject or theoretical concept.

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Alternative learning programs have different outcome effects depending the programming initiatives and desired outcomes for individual students.  Different and flexible learning environments will help to contribute to individualize learning objectives, and pending the pillars of the program, there could be a greater sense of belonging and involvement as individual students grow.  An anticipated outcome is for students to take the educational content and make real-life connections at whatever the next step is for each student.  Through evaluating alternative education programs, there are consistent characteristics that exemplify these programs and will challenge students to take a hard look at them and give them opportunities to make vested decisions on their present and their future.  This research is based around what characteristics and areas contribute to student success in alternative educational programs, what are the different types of alternative educational programs, and ultimately what are the potential outcomes of enrollment, participation, and transition of alternative educational programming.

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While there is reputable and meaningful research that has and will continue to be conducted, research will need to move forward with a focus on alternative educational programs without students meeting the requirements of AEDY. In Pennsylvania, there are six stipulations/reasons that can place a student into alternative education, but what happens to the students who do not meet those requirements and still face academic, peer, and/or emotional discontent and failure.