A state grant program for alternative schools in Indiana was announced in 1997. Less than one-half of Indiana school corporations applied for the funding for the 1998-99 school year. The purpose of this study was to determine if specific barriers were preventing Indiana superintendents from implementing alternative programs in 1999-2000, and if those barriers were associated with select demographic variables.The results indicated that 77%- of the 264 responding superintendents had or participated in an alternative program. There was a significant association between the size of a corporation's student body and the barrier of 11 acceptance''. This barrier consists of concerns about alternative education that carry a negative tone. There were significant associations between the existence of alternative education and the superintendents' final level of education, the size of the corporation's student body, and the assessed valuation of the corporation. Smaller and poorer corporations with a superintendent without a doctoral degree in Indiana were less likely to have or use an alternative program. / Department of Educational Leadership

The success of small schools in maintaining higher graduation rates has been well documented (Schneider, 2002; Cotton, 1996; Raywid, 1996). This researcher investigated the effectiveness of a small school strategy implemented in a large school setting through the school-within-a school model for reducing the dropout rate, specifically as investigated through an Indiana high school's freshman academy for at-risk students, as an effective intervention for reducing the dropout rate. Data from Goshen High Schools' graduation rates of selected cohorts from the classes 2006 and 2007 were obtained for evaluating the school-within-a-school model as an effective intervention for reducing the dropout rate.Quasi-experimental research was completed with a comparison group of at-risk students and an intervention group of at-risk students who had the advantage of the freshman academy intervention. Five hypotheses were proposed. T-tests were completed on the at-risk indicators of student attendance, credits earned in ninth grade, and disciplinary referrals. Chi-square tests were conducted comparing cohort data on the graduation rate and the pass rate for the Graduation Qualifying Exam. Findings from a t-test indicated the school-within-school model of freshman academy was statistically significant in increased credits earned.The literature review compiled research on the high school dropout problem, problems in gathering accurate data figures on dropouts or graduation rate, the role of NoChild Left Behind (NCLB) on graduation rate accountability, factors identifying students at-risk for dropout intervention (attendance, disciplinary referrals, and grade retention), and research on the school-within-school structural reform.The sample for this study was selected from two cohorts of students based on eighth grade failure on the Indiana Standards Test of Educational Progress. Seventy-five students from the future classes of 2006 and 2007 were identified as students at-risk of academic failure.Student data collected from these cohorts indicated positive trends on absence, disciplinary referrals, and graduation rate. There was a statistically significant difference in the number of credits earned. Recommendations for continuing the school-within school intervention with a distinct identity were discussed. A call for future research on the school-within-school model included ideas for qualitative study, research on a larger scale or over several years of graduating cohorts. / Department of Educational Leadership

We know that education can be an arduous process. Countries use different approaches based on societal acceptances, but effective education always requires enormous efforts. Whether success is achieved, depends on the development of a rigorous and progressive curriculum, while at the same time providing all students the opportunity to learn” (Ravitch, 2010, p. 225). The purpose of this study was to analyze the success at which web-based curriculum is being utilized to meet the needs of at-risk students by providing them with the opportunity to recover lost credit as a means to keep them on the path to high school graduation. The institutions studied were select institutions that are identified by the Indiana Department of Education as recognized alternative education providers as well as select known public school corporations, in East Central Indiana, who are using web-based curriculum credit recovery programs. This researcher investigated the effectiveness of this credit recovery strategy as a tool to improve academic achievement and ultimately high school graduation. Additional information was sought on the challenges experienced in terms of support from the key stakeholders in breaking way from a traditional school setting when addressing the needs of students who are in jeopardy of failing to graduate. Data was obtained from the Indiana Department of Education and looked at graduation rates, dropout rates, as well as End of Course Assessment results. A survey was distributed to the survey population in an effort to gather a deeper understanding of the successes and failures schools were experiencing in an effort to break away from the status quo, leverage the advances of modern technology in an effort to provide students with multiple opportunities to realize academic success. The literature review compiled research on the current opinions for the utilization of web-based curriculum programs, the national attention being directed at public education as a key element in the economic slump of the American economy, and the economic impact on local and national economies for students who do not complete high school. Student achievement data collected from the survey population revealed positive trends on graduation rates, dropout rates, and performance on the Algebra I and English 10 End of Course Assessment. Recommendations for positive implementation of web-based credit recovery programming were discussed. Future research on this subject was recommended and ideas included a possible longitudinal study on a select group of at-risk students to identify strengths and weaknesses of this type of program. / Department of Educational Leadership