Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / Includes bibliographical references.

Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 170-172). Also available for download via the World Wide Web; free to University of Oregon users.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Joseph C. Beckham, Florida State University, College of Education, Dept. of Educational Leadership and Policy Studies. Title and description from dissertation home page (viewed Feb. 26, 2003). Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ph. D.)--Illinois State University, 1994. / Title from title page screen, viewed March 30, 2006. Dissertation Committee: Patricia H. Klass, Kenneth H. Strand (co-chairs), William T. Gorrell, Ronald S. Halinski, Edward R. Hines. Includes bibliographical references (leaves 128-140) and abstract. Also available in print.

The purpose of this research was to ascertain the characteristics of dropouts, their rationale for reentry, and what constituted effective practices within a Texas alternative education program (AEP). While, a number of studies have been conducted to explain why students drop out of school, more research was needed in the area of students that reenter to complete their studies (Fernandez, Paulsen & Hiranko-Nakanishi, 1996; Krashen, 1998; NCES, 1981; Pirog & Magee, 1997; Ramsey, 1988; Rumberger, 1995; Warren, 1996; White & Kaufman, 1997). The study utilized qualitative methodology with a case-study approach by utilizing small groups within the context of an organization (Miles and Huberman, 1994). The study site was purposely selected (Kuzel, 1992; Morse, 1989) using low-socio-economic criteria, ethnic representation, an AEIS rating of Commended, and a high graduation rate. Site participant selection included comprehensive sampling (Goetz and LeCompte, 1984) of the AEP personnel and random sampling of the student participants and their respective parents. The primary data was collected using a modified three-interview method (Dolbeare and Schuman, 1982) with corroborating document review and focus groups. Findings indicated that research participants could identify seventeen different characteristics for returning high school students. Some of the characteristics describing these students also reflect their motivation or rationale for returning back to complete their high school studies. The study revealed four major practices within the AEP that supported the program and its students towards their mission of graduating. These were: hiring the right personnel, monitoring academic progress, providing student support services, and maintaining a safe school climate. A resultant theme indicated that there was a need to promote a positive image of the value of the AEP. Since only ten participants and five students were included in the study, the findings can only be tentatively generalized. Finally, suggestions are made for AEP programs to be designed to entice students not only to return back to school, but to remain until their goal to graduate is realized. / text