Term
Spring 2021
Capstone
Capstone Project
Degree Name
MAEd
Facilitator(s)
Jennifer Carlson and Kelly Killorn
Content Expert
Kristin DeSanti
Abstract
As schools grapple with the effects of federal accountability under Every Student Succeeds Act, alternative schools are often over-identified as poorly performing. This research brings together current understandings of alternative accountability in the United States to identify which indicators are effective in evaluating school quality in alternative schools. Alternative schools are defined as schools that serve students, aged 16-24 and deemed at-risk and who have not had success in traditional public schools. This research concluded that the typical accountability frameworks that have been set for traditional K-12 schools are inappropriate for alternative campuses whose students are generally behind grade level or who encounter other obstacles their peers in traditional schools do not. Employing academic growth indicators, short-cycle assessments, re-engagement efforts, and allowing input from localized school voices to determine which outcomes would be most appropriate for the students they teach, facilitates a deeper evaluation of alternative schools. Keywords: alternative education, accountability, framework, at-risk youth
Project Type
Extended Literature Review
Keywords
At-risk Students, Accountability, Frameworks, Alternative Schools
Recommended Citation
Storks, Kate, "Alternative Education and Accountability: An Exploration" (2021). School of Education and Leadership Student Capstone Projects. 623.
https://digitalcommons.hamline.edu/hse_cp/623
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects