An evaluation of the Point Option Alternative School Program

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dc.contributor.authorPorter, Gwendolyn Hankersonen
dc.contributor.committeechairEarthman, Glen I.en
dc.contributor.committeememberFortune, Jimmie C.en
dc.contributor.committeememberGoldston, Maude P.en
dc.contributor.committeememberRichards, Robert R.en
dc.contributor.committeememberWorner, Wayne M.en
dc.contributor.departmentEducational Administrationen
dc.date.accessioned2016-05-23T18:29:14Zen
dc.date.available2016-05-23T18:29:14Zen
dc.date.issued1986en
dc.description.abstractThe purpose of this study was to evaluate the Point Option Alternative School Program to determine the extent to which the program was effective in achieving its goals. The study, specifically, sought to answer the major research question: Is the Point Option Program successful in achieving its stated goals? and to answer two sub-questions: Did students improve academically? and Did students' self-concepts and attitudes improve? Three instruments were constructed, validated by a panel of experts, field tested, then administered to the teachers and students in the Point Option Program and the students' parents. Data provided by these instruments were collected, and analyzed employing the Chi Square test of independence. One hundred percent of the teachers, seventy-three percent of the parents and ninety-one percent of the students completed the instruments. An alpha level of .05 was employed to determine whether the data being analyzed was statistically significant. Additionally, two standardized instruments were used. The Science Research Associates' pre and posttest scores were used to measure the students’ academic improvement. A t-test was employed to determine the mean difference between the pretest and posttest scores. The students' grade point averages and attendance records were examined to further assist the researcher in determining the students' academic improvement. Also, the Tennessee Self-Concept Scale was employed to assist the researcher in determining the extent of improvement in the students' self-concepts and attitudes. The findings showed that teachers, parents and students perceived the Point Option Alternative Program as successful in achieving its goals. In addition, each of the three groups agreed that the students did improve academically, and that the students' self-concepts and attitudes did improve. The results of the students’ SRA pre and posttest, grade point averages, attendance records and Tennessee Self-Concept Scale provided data to support the conclusions that: the Point Option Alternative School Program was successful in achieving its goals, the students did improve academically and the students self-concepts and attitudes did improve.en
dc.description.degreeEd. D.en
dc.format.extentix, 142 leavesen
dc.format.mimetypeapplication/pdfen
dc.identifier.urihttp://hdl.handle.net/10919/71268en
dc.language.isoen_USen
dc.publisherVirginia Polytechnic Institute and State Universityen
dc.relation.isformatofOCLC# 15648575en
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subject.lccLD5655.V856 1986.P677en
dc.subject.lcshNon-formal educationen
dc.subject.lcshEvaluationen
dc.titleAn evaluation of the Point Option Alternative School Programen
dc.typeDissertationen
dc.type.dcmitypeTexten
thesis.degree.disciplineEducational Administrationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameEd. D.en

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