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dc.contributor.advisor Gehart, Diane R. en McClay, Stephanie en 2011-11-29T05:24:05Z en 2011-11-29T05:24:05Z en 2011 en 2011-11-28 en 2011-08 en
dc.identifier.uri en
dc.description Includes bibliographical references (pages 148-156) en
dc.description.abstract No Child Left Behind dramatically increased federal and state accountabilities for schools and districts by requiring states to implement statewide accountability systems covering all public schools and students. NCLB requires equal access to educational opportunities for all students. This provision, coupled with increased accountabilities related to high school graduation rates, has resulted in a significant increase in alternative school enrollments at the high school level as schools and districts seek to serve the needs of at-risk students. California continuation high schools are charged with providing alternative ways of helping at-risk students to remain in school and meet state performance standards common to all students. California continuation school enrollments disproportionately represent socioeconomically disadvantaged, minority, and disabled students, and there is consensus in the literature that, overall, these schools do not provide the same level of rigor, access, and opportunity as comprehensive high schools. To mitigate these issues of equity and access, it is critical that more attention is given to improving the alternative education system. This multiple-case, qualitative study seeks to explore a sample of successful continuation high schools in Los Angeles County, California to examine structural, social, academic, and staffing practices that support student learning and achievement. The researcher believes that a better understanding of these elements would allow district and school-level educators to proceed from a more informed perspective in terms of informing continuation high school improvement and reform efforts. The findings of this study indicate that a positive school culture with a focus on personalization permeates school operations and interactions with students at successful continuation high schools. These schools maintain a positive school culture supported by a clear mission, high expectations for students' success, and a safe and orderly school environment. The operational structures at each school vary; however, these schools perceive that they have a high level of district and community support, principal leadership that supports distributed leadership and collaboration, multiple pathways for students to complete graduation requirements, and class size norms below 25. The school culture emphasizes differentiation of instruction based upon individual student needs and focuses on academic as well as personal growth. The staff at all these schools articulates a commitment to never giving up on students, and they prioritize student engagement through positive adult and peer relationships. The affective qualities of staff members, both classified and certificated, are perceived to be more important to the students' and schools' success than the quantity of staff members on site. en
dc.description.statementofresponsibility by Stephanie L. McClay en
dc.format.extent xiii, 176 pages en
dc.language.iso en en
dc.publisher California State University, Northridge en
dc.rights California State University, Northridge theses are protected by copyright. Reproduction or distribution in any format is prohibited without written permission. en
dc.rights.uri en
dc.subject Urban At-Risk en
dc.subject Urban high school en
dc.subject Drop-out prevention en
dc.subject Alternative education en
dc.subject High School en
dc.subject At-risk en
dc.subject Continuation High School en
dc.subject.other Dissertations, Academic -- CSUN -- Education -- Educational Leadership and Policy Studies. en
dc.title A qualitative study of successful California continuation high schools: effectively serving students at risk en
dc.type Dissertation en 2011-11-29T05:24:05Z en
dc.contributor.department California State University, Northridge. Department of Educational Leadership and Policy Studies. en Ed.D. en
dc.contributor.committeemember Leidner, Deborah L. en
dc.contributor.committeemember Caldwell, Odus en
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