Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / There are a variety of theories in the field of education used to describe student success. Erikson's psychosocial theory is the examination of the interaction between genetic predispositions and environmental contexts, namely society and culture. Behavioral theory is used to understand human behavior in regards to the functional relationship between individuals' responses and environment events that shape them. These theories are not mutually exclusive, but they may be combined to explain how and why students succeed in certain domains and develop the skills necessary to make effective progress in other less supportive environments. The researcher investigated the experiences of 14 students before, during, and after attending an assigned alternative program. Interview and document analysis revealed eight key factors contributed to students' ability to reintegrate from an assigned alternative program back to their traditional high school setting. These factors are (a) a small learning environment separate from the traditional high school, (b) consistency of staff and routines, (c) close deliberate relationships, (d) motivation for reintegration , (e) the availability of therapeutic services, (f) high expectations for skill development, (g) positive student growth and improved performance, (h) and the existence of a home base with in the traditional high school. The results of this study determined that, although these factors originated in the alternative program, they needed to be re inforced in the traditional high school setting in order to ensure continued progress for each student. Human development and behavior, whether viewed through a psychosocial or behavioral perspective, clearly reveal that the interventions offered through the Empower program enable students to develop into healthy, autonomous, young adults. Through the Empower program experience, the students studied internalized the skills required to control their emotions and behavior. Skill development enabled them to return to the traditional high school setting, and, for most, to continue on to a post high school education. / 2031-01-01

Students are referred to alternative schools such as the Disciplinary Alternative Education Program (DAEP) for violations against the student code of conduct. Students who are referred and attend DAEPs are more likely to make failing grades and drop out of school permanently. However, a lack of understanding existed about why some students repeatedly receive referrals to the DAEP.The purpose of this case study was to gain an understanding about why some students are repeatedly being sent to the DAEP in a school district in north central Texas. The conceptual framework was based on Catalano and Hawkins' social development theory which posited that through consistent socialization, children learn prosocial or antisocial behavior patterns from the social units to which they are bonded. In this study, 14 purposefully selected classroom teachers participated in one-on-one conversational interviews to explore teachers' perceptions about why some students are repeatedly sent to the DAEP. Inductive analysis was used for coding and identifying emerging concepts, themes, and events. Six major themes emerged from analysis of the data: school structure, classroom/behavior management, class size, student labeling, extracurricular activities, and teacher-student relationships. The results illustrate the need for changes to disciplinary policies, new transition procedures, and improved staff training. This study may contribute to positive social change by suggesting strategies that schools could use to decrease the number of referrals to the DAEP. In turn, by decreasing the number of referrals school failure and dropout rates would decrease and as a result enable youth to eventually become productive members of society.

The present study consisted of a phenomenological investigation of African American males who have been expelled from traditional educational settings in New Orleans, LA in order to provide educators with information geared towards increasing academic achievement in African American males. It has been noted that one of the reasons that Black males graduation rates are so low is because in addition to other factors that lead to non-completion, black males are more likely to be expelled from school. In this study, I used a Critical Race theoretical framework to explore gain experiential knowledge of these excluded young men, what they perceive as barriers to their success, and their sentiments on the relationships they have had with educators and peers whom they have encountered. Based on the participants’ responses, seven categories emerged from the data including: (a) Race and Racism, (b) Self Perceptions, (c) Family Expectations and Support, (d) Male Role Models and Mentors, (e) The School Environment, (f) School Discipline, and (g) Alternative School. Study participants described the totality of their education experiences by opening up about what they felt were key factors at play. The stories of the participants provided a deeper context of the nuances of racism and how it impacts their day to day educational experiences overall The results of this study provides data that may enable educators to begin steps to dismantle the school to prison pipeline by ensuring at-risk students are supported and successful in school without having to be removed. This information serves as a catalyst for future inquiry into additional nuances that effect the academic achievement of African American male students in K-12 schools.

Research reveals that disciplinary alternative education programs (DAEPs) are growing at an alarming rate. What are schools doing to ensure success for those students who are placed in a DAEP? In this descriptive qualitative research study, I examined how DAEPs can operate at a more effective level in order to provide a restorative environment, resulting in a decreased recidivism rate for troubled youth. In order to achieve this overall objective, the following research questions framed this study RQ1: What are the qualities in a disciplinary alternative education program setting that lead to either success or failure of a DAEP program? RQ2: Why do students continue to commit offenses which lead to multiple assignments in a disciplinary alternative education program? RQ3: How does a disciplinary alternative education program provide a restorative environment for troubled youth in order to decrease recidivism? RQ4: What resources are available to reduce the amount of repeat student assignments to DAEP? Participants were 12 North Texas secondary school students with multiple assignments to DAEPs and 12 North Texas secondary counselors who provide emotional and behavioral supports to these students. The findings indicate there is a high need for the implementation of transitional supports, a high need for consistent and targeted counselor support and resources, a high need to change student behavior, a high need to build positive relationships, and a high need to address the environmental (social) factors that influence behavior.