2012 UCEA Convention

Alternative Schools and College Readiness: Findings from Texas. Lynn Hemmer, Texas A & M University - Corpus Christi; Tara Shepperson, Eastern Kentucky University
The goal of this study was to investigate college readiness, assess how alternative school students fared, and consider the extent to which college readiness scores are appropriate outcome measures for these students. Findings in this under-researched area could assist policy makers in better determining appropriate requirements; provide local education agencies information to consider curriculum, and course access; and give alternative school staff data valuable for assisting students who must demonstrate college readiness.

Critical Discourse Analysis of Academic Integrity Policies in Public High Schools. Daniel L. Dukes, George Washington University; Patricia A.L. Ehrensal, The George Washington University
This study presents a critical discourse analysis (CDA) of current academic integrity policies used by public high schools, and uncovers constructs which impede the fostering of an ethic of care and a sense of community in the school. These constructs include a lack of definition for “academic integrity,” a student voice that is either silenced or controlled, honor councils which function by legitimating hegemony, and teacher as victim of an academic crime.

Early College High School Philosophy and Policy: How Q-Methodology Reveals Form, Process, and Leadership. Thomas P. Warren, North Carolina State University College of Education
Mixed-method study answered descriptive research goal: investigate what philosophy and policies shape the form, process, and leadership of Early College High Schools (ECH). Study answered research sub- questions: 1) How is design unique? 2) What characterizes leadership? 3) How do leaders and educators perceive their school process to be successful? Data from Phase One Interviews comprised a concourse of statements that 40 ECH administrators and teachers sorted in quantitative Q-Methodology Phase Two of study.

Stakeholders Perceptions of Supplemental Online Learning. Jason LaFrance, Georgia Southern University; Teri Pettyjohn, Columbia County Schools
Supplemental online learning is considered an innovative means of assisting students with credit recovery. This study employed a single case study design with purposive sampling. Participants included twelve high school students enrolled in supplemental online learning for credit recovery, two content teacher monitors, and four graduation coaches. Audio-recorded interviews were transcribed and coded. Historical data and district online credit recovery data from the 2010-2011 school were reviewed. Findings will be presented.