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The Effects Of DAEPS On The Development Of Different Types Of Students In Four Discipline Alternative Education Programs In A Large Urban District

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The Effects Of DAEPS On The Development Of Different Types Of Students In Four Discipline Alternative Education Programs In A Large Urban District

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dc.contributor.author Randle, Edward Nathaniel en_US
dc.date.accessioned 2008-09-17T23:35:16Z
dc.date.available 2008-09-17T23:35:16Z
dc.date.issued 2008-09-17T23:35:16Z
dc.date.submitted August 2008 en_US
dc.identifier.other DISS-2273 en_US
dc.identifier.uri http://hdl.handle.net/10106/1145
dc.description.abstract This quasi-experimental design described the effects of the BTEM utilized in four DAEPs in a large urban school district based on student discipline incidents, academic achievements in core course, and attendance rates. Archival data was collected from the school district's database over a three year period. The population of interest included all students who attended one of four DAEPs during the 2005-06 school year. These DAEPs were designed for first time minor offenders. Student's behavioral, academic, and attendance outcomes were analyzed for the 2005-06 school year and one year before placement and one year following placement. Descriptive, frequencies, ANOVA and repeated measures ANOVA were utilized in analyzing the six research questions. Data from the four DAEPs yielded 999 students who were included in this study. African American and Hispanic students vii accounted for the 92% percent of the population, Whites 7%, and Asian- Pacific Islander at 1%. Eight-one percent of the student population received free or reduced lunch assistance while only 17% received no assistance. Student behavior incidence increased following placement in a DAEP. This is a negative result in the sense that students were hypothesized to have a decrease in incident referrals. Site A had the highest percentage of students in the four DAEP programs. Academic outcomes revealed that students maintained an average of 70 or better in core course grades after placement however, the averages decreased from pre to post placement by 2%. Attendance outcomes indicated that males had a lower rate of attendance before (90%) and after (84%) placement than females (91%) before and (5%) after. en_US
dc.description.sponsorship Cobb, Norman en_US
dc.language.iso EN en_US
dc.publisher Social Work en_US
dc.title The Effects Of DAEPS On The Development Of Different Types Of Students In Four Discipline Alternative Education Programs In A Large Urban District en_US
dc.type Ph.D. en_US
dc.contributor.committeeChair Cobb, Norman en_US
dc.degree.department Social Work en_US
dc.degree.discipline Social Work en_US
dc.degree.grantor University of Texas at Arlington en_US
dc.degree.level doctoral en_US
dc.degree.name Ph.D. en_US
dc.identifier.externalLink https://www.uta.edu/ra/real/editprofile.php?onlyview=1&pid=371
dc.identifier.externalLinkDescription Link to Research Profiles

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