University of Southern California Dissertations and Theses

The implications of using online classes with at-risk students in an alternative education setting

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The implications of using online classes with at-risk students in an alternative education setting

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Content THE IMPLICATIONS OF USING ONLINE CLASSES WITH AT-RISK STUDENTS
IN AN ALTERNATIVE SCHOOL SETTING

By

Katy Ramezani

______________________________________________________

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

May 2010

Copyright 2010 Katy Ramezani
ii
DEDICATION

This is dedicated to my family.

To my parents

Ahad and Zahra Ramezani

Without your love, encouragement, and confidence in me

writing this dissertation would not have been possible.

My brother, Dr. Kia Ramezani, you are my ROCK!

iii
ACKNOWLEDGEMENTS

Dr. Lawrence Picus
Dr. John Nelson
Dr. Guilbert Hentschke

With a special thanks to my USC Gals

Jami Parsons Ed.D.
Lisa Cain Ed.D.
Jennifer Carter Ed.D

And my dear friends Michelle, Candice, Kristy, and Linda
Thank you for your continuous support

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TABLE OF CONTENTS

Dedication ii
Acknowledgments iii
List of Tables vii
Abstract viii

CHAPTER ONE: OVERVIEW OF THE STUDY 1
Introduction 1
The Statement of the Problem 4
The Purpose of the Study 9
Importance of the Study 10
Limitations 11
Delimitations 11
Assumptions 12
Definitions 12
Organization of the Study 13

CHAPTER TWO: REVIEW OF LITERATURE 15
Introduction 15
Technology and Education 15
Characteristics of At-risk Students 29
Characteristics of Alternative Schools 41
Evidence-Based Approach 47
Summary 51

CHAPTER THREE: METHODOLOGY 52
Introduction 52
Sample and Population 53
Overview of District and School 54
Process of Selection 55
Participants 58
Instrumentation 60
Conceptual Framework 61
Framework for research question one 64
Framework for research question two 65
Framework for research question three 65
The Researcher’s Role 66
Data Collection Instruments 67
Interview Guides 68
Document Review Guide 69

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Data Collection Procedure 70
Data Analysis 70
Verification 71
Summary 72

CHAPTER FOUR: FINDINGS 73
Introduction 73
Data for Research Question One 74
PAR Goals to Promote Student Achievement 74
Implementation of Online Classes and Student
Learning Outcomes 82
Data for Research Question Two 87
Personnel for the Delivery of Online Classes 88
Funding Directed for Online Classes 91
Decisions for Research Allocation 93
Data for Research Question Three 96
Quality Program for At-risk Students 98
Reduction in Facility Cost and Infrastructure 100
Integrity of OCOS Programs 103
Summary 104

CHAPTER FIVE: SUMMARY, CONCLUSIONS,
AND IMPLICATIONS OF THE FINDINGS 105
Overview of the Problem 105
Purpose of the Study 106
Methodology 106
Sample and Population 107
Instrumentation 108
Data Collection 108
Data Analysis 109
Summary of the Findings 110
Framework for Research Question One 110
Findings for Research Question One 110
Framework for Research Question Two 112
Findings for Research Question Two 112
Framework for Research Question Three 114
Findings for Research Question Three 114
Conclusions 115
Recommendations 118
Suggestions for Further Research 121

REFERENCES 122

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APPENDIX A: INTERVIEW GUIDES 130
District Level Interview Guide 130
Program Administrator Interview Guide 133
Teacher Interview Guide 136
APPENDIX B: DOCUMENT REVIEW GUIDE 139

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LIST OF TABLES

Table 3.1: OCOS and PAR-A,
Student Population Counts 2008-2009 57

Table 3.2: OCOS and PAR-A,
Student Demographic Counts 2008-2009 58

Table 3.3: Relationship of Data Collection Instruments to
Research Questions 61

Table 3.4: Relationship between the Six Core Strategies
and the Research Questions 64

Table 4.1: PAR-A’s Expected Student Learning Outcomes
(ESLRs) 76

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ABSTRACT

The purpose of the study was to investigate the use of online classes with at-risk
students at a county operated alternative school setting to increase student achievement
and equity. The study examined the school’s distribution of financial and staffing
resources to support online classes. Furthermore, it determined to what extent this model
was aligned with evidence-based model of adequacy.
This study used conceptual frameworks adapted from research literature to guide
data collections and analysis for following three research questions: (a) How are online
classes used in a county-operated alternative school program to maximize student
achievement? (b) How are financial and staffing resources allocated for the use and
implementation of online classes? (c) How are online classes used to promote
organizational capacity?
This descriptive-analytic case study was conducted in one county operated
alternative school program located in Orange County, California. The selected school
program was purposefully chosen according to the following criteria: a school that has
been identified as exhibiting characteristics of an effective alternative education program;
has administrative and structural support to implement online classes; and uses existing
financial and staffing resources to implement online classes.
Data analysis revealed that Orange County Opportunity School (OCOS)
implemented online classes as an alternative instructional method to increase the
academic and technology skills of at-risk students. The data also revealed that OCOS
utilized existing structural and staffing resources to implement online classes across all

ix
Community Schools. It was uncovered that shared vision and collaboration of many
leadership members and teacher volunteers permitted the conceptualization of this
process. Furthermore, the data revealed that OCOS created organizational capacity by
effectively utilizing existing resources to be fiscally responsible and has flexibility in its
infrastructure to modify school program to meet student needs.
Four major themes emerged to illustrate the overall success of the implementation
of online classes at OCOS alternative education program: (a) shared vision for student
achievement; (b) effective utilization of resources; (c) collaboration; (d) research-based
instructional strategy. Recommendation for the continued success of online classes at
OCOS included: (a) allocated stipend for extended professional duties; (b) technology-
centered workshops at every staff development day; (c) recommended budget allocation
towards technology for every school region; (d) expenditure cost of online classes; (e)
creating online opportunity for student-with-student interaction. Finally, suggestions for
future research consisted of: (a) collecting student achievement data in Contract Learning
and Day School program prior to online class and compare to completing online class; (b)
collecting student achievement data in Contract Learning and Day School from control
and experimental group; (c) extending the research study to include all the Community
School program in OCOS.

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CHAPTER ONE
Overview of the Study
Introduction
Children across the United States are falling behind in mastering curriculum that
is essential to compete in the global market, and the gap continues to increase as they
advance to higher grades. According to the Third International Mathematics and Science
Study (TIMSS), an educational research study which included over half a million
students across five continents, most notably reported that United State’s twelfth-graders
scored well below the international average including advanced mathematics and physics
(National Center for Education Statistics, 2000). In the article, A National Primer on K-
12 Online Learning revealed that less than thirty-percent of fourth grade and eighth grade
students perform at proficient levels in science and basic mathematic computation
(Watson, 2007). Current national and international statistics point to an overall decline in
student achievement and the dropout rate, particularly among minority and low economic
students, continues to increase.
More than 20 years ago, the report A Nation at Risk, prepared by The National
Commission on Excellence in Education, alarmed our country to the “rising tide of
mediocrity” (1983, p.1), it also warned that America’s position in the world is dependent
on most students being prepared for college and skilled jobs that are appropriate for a
competitive global economy, including creating a technology literate society. Nowadays,
it is not enough for students to master subject-level standards; they must acquire skill

2
such as problem solving, creativity, communication, and analytical thinking to be
successful in entry-level jobs as well as professional occupations.
Eighty-four percent of U.S. employers state that K-12 schools are not doing a
good a job of preparing students for the workforce (Watson, 2007). Americans compete
with innovators around the world in breakthrough ideas for global advancement that fuels
our economy; however the leading tech employers are worried about the lack of skilled
workers for the job force today and the prospect of filling the jobs of tomorrow.
Major U.S. and global industries rely heavily on technology to conduct business.
Many corporations use online and distributed learning, blended system of multi-media,
online, and traditional methods, as an essential delivery system for training employees,
distributing information, and communicating with their customers (Watson, 2007).
Businesses such as Motorola and Union Pacific experienced significant increases in
productivity and employee performance over a five year period since implementing
distributed learning (Watson, 2007). The revolution of technology has transformed the
businesses across the world. This change has also helped reform the education system.
To address the challenges of improving student achievement, the federal
government provided a national framework for educational reform to promote that all
students regardless of race, gender, or socio-economic circumstances achieve proficient
levels of education. Most recently, No Child Left Behind, 2001 (NCLB) was conceived
to address the decline in students’ progress by raising academic standards and
establishing accountability in the education system to prepare the students for a
competitive international market.

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The NCLB built on the success of previous education reform measures and
increased the level of federal funding to assist states in meeting these objectives. The
increase in funds also required a greater accountability from the states in terms of
program improvement and student achievement and an increase in federal mandates and
sanctions. Among various reform goals, NCLB requires states to demonstrate that “every
student is technologically literate by the time the student finishes the eighth grade,
regardless of the student’s race, ethnicity, gender, family income, geographic location, or
disability” (U.S. Department of Education, 2001).
The widespread use of technology in classrooms is relatively a new practice in the
education field. However, the preliminary results are optimistic. Marshall’s (2002)
review of existing evidence of technology’s impact on learning found strong evidence
that educational technology augments effective instructional methods while enhancing
student learning beyond the classroom. Technology’s most significant effect on education
is profound, complex, and interrelated to the new millennium. Marshall (2002) suggests
that there is an urgent need to discover the ingredients for a successful use of technology
that involves the student, the teacher, and the content.
Educators continually strive for providing experiences that will improve students’
knowledge and skills. One such method is the Internet, as it has transformed
communication around the world in ways people interact, exchange information, and
conduct business. In 2004, Sloan Consortium reported that 2.5 million students enrolled
in at least one online class, an equivalent to 11% of all students in accredited degree-

4
granting institutions and growth in online higher education programs steadily increase by
400,000 students annually (Watson, 2007).
Technology has become an essential part of our society and it demands that
students have the ability to master the appropriate use of technology to process, analyze,
and present information efficiently and effectively.
Statement of the Problem
The objectives NCLB set in motion an education reform to improve the existing
standards of our school system. Consequently, the higher standards of academic rigor and
accountability have adversely affected many of minority and disadvantage students who
are poorly prepared by their earlier schooling and faced many social, economic, and
academic challenges. The National Center for Education Statistics (NCES) article,
Condition of Education, 2008 revealed that although the national dropout rate has
decreased from 14.6 percent in 1972 to 9.3 percent in 2006, the dropout rate among
Hispanic and Black students continues to be high 22.1 percent and 10.7 percent,
respectively (U.S. Department of Education, 2008). This research suggests that some
students are at-risk of failing and the results can devastating.
The implications of not receiving a high school diploma are staggering. In the
report Ending the silent epidemic: A Blueprint to Address America’s High School
Dropout Crisis, Bridgeland, DiIulio, and Morison (2006) claimed the following:
• Every 29 seconds another student give up on school, resulting in more than one
million American high school student who drop out every year;
• Nearly one-third of all public high school student-and nearly one half of all

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African Americans, Hispanics, and Native Americans-fail to graduate from public
high school with their class;
• Dropouts are more likely than high school graduates to be unemployed, in poor
health, living in poverty, on public assistance, and single parents with children
who drop out of high school;
• Dropouts are more than eight times as likely to be in jail or prison as high school
graduates;
• Dropouts are four times less likely to volunteer than college graduates, twice less
likely to vote or participate in community projects, and represent only 3 percent of
actively engaged citizens in U.S. today.
The economic impact of student’s failure to earn a high school diploma is severe
for both the student and society. According to the same report, “dropouts earn $9,200 less
per year than high school graduates and than more than $1 million less over a lifetime
than college graduates” (Bridgeland et al., p. 2, 2006). The personal and economic cost
of dropouts is detrimental to the student, our communities, and our nation.
Students at-risk of failing school usually have a long history of truancies,
multiple suspensions, suspensions of serious nature, pregnancy, and poor grades (Cardon,
2000). Most school districts have created alternative education programs to address the
needs of “at-risk” students as a preventive measure to dropout.
Alternative schools are “community or district-based programs that have as their
primary focus the re-engagement of out-of-school youth in learning in order to better
prepare these youth to successfully enter high growth occupations and careers” (Aron,

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2006, p. 2). There are myriad of different types of alternative schools most commonly
charter schools, continuation schools operated by local school districts, and county-
operated alternative programs. County-operated alternative school programs are unique in
that they also offer educational options to students in group homes and correctional
institutions. These schools often provide flexible programs to address the needs of at-risk
students.
The student enrollment at alternative education programs are fluid. Many
alternative programs return students back to the regular school once the student has met
the credit requirements or completed a behavior contract but many at-risk students remain
at the alternative program by choice or decree for the duration of their education (Quinn
& Rutherford, 1998).
According to NCES report, Characteristics of the 100 Largest Public Elementary
and Secondary School District in United States, thirty-nine percent of public school
districts administered at least one alternative education program for at-risk students, and
districts with a high minority and low socio-economic concentrations were more likely to
have such programs (U.S. Department of Education, 2002). The demand for alternative
schools has increased in the past decades as more students fall further behind in academic
achievement. At-risk students are in desperate need of support to improve academic skills
and prepare for a technology driven society.
Norris (1994) proposed teaching strategies that have been found to be successful
with at-risk youth: 1) individualized instruction facilitated by computer-assisted
instruction, 2) collaborative learning, including learning that employs computer-based

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simulations, computer conferencing, and database access, 3) peer tutoring, which can
focus on the study of technology itself, and 4) teaching across the curriculum through
computer simulations that incorporate topics in math, language arts, and science in the
same lesson. Technology education demands students to interact with their environment
and became an active participant and take ownership of their own learning.
Day (2002) found that at-risk middle school students seemed motivated to learn,
received better grades, and accepted responsibility when they were given the opportunity
to work in a “technology lab”. Technology education provides the possibility for students
to make choices, learn at their own pace, and be engaged. Computer technology allows
teachers to use variety of strategies to accommodate multiple learning styles.
Skeptics have expressed concerns whether online education is an appropriate
method of teaching, learning, and spending funds, despite the continuous growth of
online education. A comparison of Advanced Placement (AP) exam data from three
online programs, Apex Learning, Florida Virtual School, and Virtual High School,
against the national average of all student taking AP exams, showed the online programs
exceeding national average by at least five percent (Watson, 2007). Online courses are
taught by highly qualified teachers who demonstrate subject competency therefore
students have access to advanced curriculum regardless of their geographical location.
Online programs are interactive and allow opportunity for personal interaction between
students and teachers and often between students in a smaller more personalized
environment.

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Virtual education or online education provides an alternative and flexible method
of instruction and activities to students at different academic and skill levels. John Bailey,
the senior program officer at Bill & Melinda Gates Foundation and a former director of
the U.S. Office of Education, stated that virtual schools provide service to students “at
both end of the bell curve-not just AP students but also those needing remediation”
(Tucker, p. 7, 2007). For instance, in Performance Learning Centers that are located
through out Georgia and one in North Carolina, students who are at high risk of dropping
out are offered flexibility of online learning with relationship-centered approach to meet
their individual needs (Tucker, 2007). The online program is designed with varied level
of curriculum and accelerates as students make progress (Tucker, 2007). According to the
2006 Keeping Pace with K-12 Online Learning: A Review of State-Level Policy and
Practice, 38 states have now established state-led online learning programs and policies
regulating online learning (Watson & Ryan, 2006).
The education system is evolving to keep up with the current worldwide demands
and prepare students for a competitive, technology driven global market. Traditional
methods of instruction and curriculum have not provided optimal results in student
achievement. Additionally, at-risk students continue to fall further behind due to
disadvantage environments and ill-prepared scholastic foundation as we raise the
academic standards. Students who are at-risk of failing are referred to alternative school
programs as a preventative effort or sometimes as a last resort. Alternative education
programs have a challenging task in preparing students not only to attain academic
standards but also preparing them for a digital world.

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While literature and research propose the positive effects of the use of online
classes, in particular with at-risk students, there still remains much that we do not know
about the implementation of online classes in alternative education programs to promote
student achievement. Additionally, due to the current economic crisis, school funding has
decreased and it has become pertinent for schools to utilize their existing financial and
staff resources to implement effective and efficient educational programs. The decline of
financial support and the demand for student success has created an opportunity for
schools to reevaluate their organizational structure to produce optimal results.
Purpose of the Study
The U.S. education system has restructured itself by adopting high academic
standards and accountability and focusing on student achievement. A particular
importance is placed on technology literacy to prepare students for a high-tech global
economy. Meanwhile, students at-risk of academic failure in traditional schools are
referred to alternative school programs for remediation and individualized support. The
research on the impact of online classes with at-risk students in alternative education
programs is still in the formative stages.
The purpose of the study is to examine a county-operated alternative school
program and its implementation of online classes with at-risk students to deliver
instruction and promote student achievement. The study will also examine how financial
and staffing resources are distributed to support online classes. The study will further
determine to what extent this school is aligned with evidence-based model for an efficient
and effective school program. Research questions guiding this study are:

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1. How are online classes used in a county-operated alternative school program to
maximize student achievement?
2. How are financial and staffing resources allocated for the use and implementation
of online classes?
3. How are online classes used to promote organizational capacity?
These research questions are the basis for the data collection, analysis and
subsequent discussion of the data. For each research question, detailed information and
analysis is presented in the conclusion and recommendation of the study.
Importance of the Study
The body of research in the use of online classes with at-risk students in
alternative education settings continues to grow. However, little is know about the use of
online classes with this population at a county-operated alternative school setting. This
study will provide much needed data in this specific area. Furthermore, this study
provides research findings to policy makers, administrators, and teachers in the field of
alternative education. For policy makers at the state and federal level, it presents an
opportunity to examine the manner in which online education has materialized at a
county-operated alternative education. The findings from the study can provide data for
legislators to support the use of online classes at county-operated alternative education
programs.
School site administrators will benefit from information gained about an
evidence-based model to allocate resources and implement the use of online classes with
at-risk youth. It will show how to successfully infuse online classes into alternative

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education programs to enhance student achievement. Classroom teachers will find this
study useful in recognizing potential use of online classes to improve instruction and
increase student learning in dealing with at-risk student population. Ultimately, it should
provide information to increase the level of knowledge on the effective use of technology
in classroom and promote further research.
Limitations
The data collection for this study was conducted over a three-month period at one
school site in a county-operated alternative education program. The data collection was
limited due to time constrains and resource to collect and review the documents. The
research results may vary at other alternative school sites. The researcher could not
control the participants’ biases or willingness to participate in interviews. Multiple
variables could have effected the allocation of resources and implementation of
technology that may not have been apparent during the time of the research.
Delimitations
This qualitative case study used evidence-supported interviews and collected
school artifacts at one county-operated Southern California alternative education
program. This program was identified by American Institutes for Research (AIR) Study
of Effective Alternative Programs as a program which exhibits characteristics of an
effective alternative education environment (Quinn & Poirier, 2007). The sample size of
this study was small however; it represents similar demographics in other schools within
the same alternative education program. The sample consists of one Director, a Program
Administrator, and one teacher.

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Assumptions
The guidelines and mandates set forth by the State of California and United States
Department of Education of implementation of technology are believed to represent best
practices. Furthermore, the selection of the school for this study was made because it is
judged to have characteristics of an effective alternative education program. The school
site and teacher sample selected for this study believed to be using online classes to
deliver instruction with at-risk youth. The evidence gathered from interviews and school
budget document provided for valid data and the respondents were expected to be honest.
Definitions
Adequacy: Providing sufficient funds in accordance with evidence-based model to
the school or district to increase student performance (Odden & Picus, 2004).
Asynchronous: Online education programs that allow students and students
participate according to their schedule therefore, not communicating at the same time.
Cyber School (virtual school): “An online learning program in which students
enroll and earn credits towards academic advancement or graduation based on successful
completion of courses” (Watson, 2007, p. 32)
Data: Facts and information from which conclusions can be drawn.
E-Mail: Electronic-Mail via the use of the Internet.
Equity: Evidence-based approach of distributing resources to promote student and
organizational success.
Internet: Interconnected system of computer networks that provides information
across the globe via the use of a computer.

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Online learning: “Education in which instruction and content are delivered primary
via the Internet. Online learning is a form of distance learning” (Watson, 2007, p. 32).
Organizational capacity: Evidence-based approach to allocating staffing and
financial resources to create an efficient and effective organization.
Reform: A change that occurs to improve the educational system.
Resources: Financial and human capital that is identified to provided support in an
educational organization.
Synchronous: Real-time Internet based communication among students and teacher
therefore, communicating at the same time.
Organization of the Study
Chapter One contains an introduction to the importance of performing a study
which examines the use of online classes with at-risk students in a county- operated
alternative school in terms of student performance. It also explains the importance of
taking a closer look at allocation of staffing and financial resources that assist in
implementing online classes at an alternative school. Chapter Two reviews literature
related to the following themes: 1) Impact of technology on educational organizations
and student achievement 2) Characteristics of at-risk student and an evaluation of use of
technology with at-risk students and the implication on academic achievement 3)
Evidence-based model to allocate financial and human resources to promote student
achievement. Chapter Three focuses on the methodology of the study. This includes the
rationale and description of sample, data collection techniques and instruments, and data
analysis strategies. Chapter Four discusses the findings, including the analysis and

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discussion of each research question related outcomes. Chapter Five, summarizes the
findings and conclusions drawn from the outcomes. This final chapter also discusses the
implications of the findings. References and appendixes follow the final chapter to
conclude the study.

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CHAPTER TWO
Literature Review
Introduction
To facilitate the review of the literature, the researcher has identified the three
following areas as the basis for this study:
1. An examination of the impact of technology on educational institutions in terms
of various types of technology and links to student achievement.
2. A review of the characteristics of at-risk students and an evaluation of use of
technology with at-risk youth and the implications on academic achievement.
Also, a review of the characteristics of alternative schools.
3. An examination of evidence-based school reform to allocate resources increase
student achievement, and promote equity for all students.
1. Technology and Education
Background
Over the past two decades the technology revolution has enhanced many aspects
of our world. It is not surprising that the number of adults using computer and the
Internet has dramatically increased from 18 percent in 1984 to 64 percent in 2003 (U.S.
Census Bureau, 2003). This statistic continues to rise as personal computers and the
Internet have become increasingly affordable. This powerful communication tool has
brought the world closer together and allowed for instant information to be available at a
click of a button. Previously isolated institutions and agencies such as colleges,
universities, hospitals, judicial courts, public schools, and government agencies are now

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linked together on the information highway. The network of these institutions has
connected society with work opportunities, business development, and access to medical
agencies that was not previously available. The speed and efficiency of communication
and sharing of information has grown exponentially over the past decade.
The demands of the global market paired with increasing accessibility and
potential of technology has orchestrated its invasion into mainstream education.
According to Secretary’s Fourth Annual Report on Teacher Quality, regardless of
observable characteristics, virtually every school with access to computers has Internet
access as compared to only 35 percent of school in 1994 (U.S. Department of Education,
2005). The increase in technology equipment has been followed with technology usage.
The number of elementary and secondary school students that use computers in school
has also increased from 70 percent in 1997 to 83 percent in 2003 (NCES, 2007). The
increase in computer and Internet use suggests that our education system values the
importance of technology and is creating more opportunities for students to use
technology at school.
A survey conducted by Pew Internet & American Life Project found that nearly
87 percent, 21 million youth between the ages of 12 through17, use the Internet (Hitlin &
Rainie, 2005). The survey also revealed that most teens believe that the Internet helps
them to do better in school. Students no longer have to seek a card catalogue or search the
library aisles, trying to find the appropriate book or journal in hopes of finding relevant
information. They can investigate any fact or trivia from Popular Science to Pop Rock on
the Internet, instantly. Learning resources that were once available only through

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educational institutes are now available through multimedia software, computer based
courseware, and the Internet.
In 2004, the demand for online courses led to the California State Legislator’s
proposal for an Online Classroom Pilot Program, Assembly Bill (AB) 294, to provide
equity of access for all students in Advanced Placement (AP) and hard to staff courses
(California Department of Education, www.cde.ca.gov). This Bill did not provide
additional funds for participation and schools had to implement this proposal within their
existing infrastructure. Forty schools from eleven districts were selected based on strict
criteria to participate in the Online Classroom Pilot Program. Over 1,700 student and 63
teachers participated in this year long program. The results, as reported by school
districts, stated that AB 294 Online Classroom Pilot Program was successful in
accomplishing the legislative purpose of “providing equity of access for students through
online course contents” (California Department of Education, www.cde.ca.gov), despite
having no additional funding provided by the state. Online courses make it possible to
break down the digital divide by providing highly qualified teachers in hard to staff
subject matters accessible to students in remote or rural communities. It provides the
students the opportunity to take AP courses in mathematics and sciences and promotes
responsibility, study skills, and time management. By the end of 2006, 38 states had
established state-led online programs and policies regulating online classes (Watson,
2007). Eighteen states, including California, are providing 147 virtual charter schools
serving over 65,000 students and growing (Watson, 2007).

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New Technology High School is among the leading schools in online instruction.
With over 25 schools throughout California, North Carolina, Oregon, Louisiana, Alaska,
Colorado, Illinois, and Texas, New Technology High School offers smaller classroom
sizes that allow students to take responsibility for their learning and form relationships
with their teachers (Bill & Melinda Gates Foundation, 2003). New Technology High
School offers interdisciplinary courses that are taught by highly qualified teachers who
take a student-center, project oriented, and problem-solving approach in the classroom
(Bill & Melinda Gates Foundation, 2003). In 2002-2003 school year, the average verbal
and math Scholastic Aptitude Test scores of New Technology High School students were
54 points higher than state average where students reside (Bill & Melinda Gates
Foundation, 2003). A Study of eight New Technology High School graduating classes
revealed that nine out of ten students attended college or university. Reportedly, 92
percent of the graduates indicated that they applied knowledge learned at New Tech High
to their post-secondary education or career (Bill & Melinda Gates Foundation, 2003).
The technological revolution has started to change the infrastructure of the
education system. Many districts have official websites that provide various information
to parents and students including national student assessment results and special
programs offered by the district. School districts also offer staff development and in-
service for the implementation and integration of technology in the classroom. The use of
the Internet has changed the traditional boundaries of student, teacher, and parent
interaction. For instance, student assignments can be posted on classroom website and
viewed by their parents’ therefore increasing accountability for all stakeholders. Students

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and teachers can communicate their questions and concerns via email and similarly
parents and teacher can conference using the Internet. The Internet has created a rich
layer of support that was not previously present in the traditional education model.
Types of Technology
Various types of technology can be used to support teaching and enhance
learning. Today, the technology available in the classroom ranges from, simple tool-
based applications such as word processor to access to a plethora of data on the Internet,
streaming videos, video conferencing, blackboards, and online classes. There are new
uses of technology constantly emerging and it has become increasingly important for
educators to consider the variety of technology and how it serves a purpose in the
classroom. For instance, Honey, McMillan-Culp, and Speilvogle (2005) explained that
word processing and e-mail promote communication skills, spreadsheet programs support
organizational skills, modeling software promote student’s understanding of science and
math concepts, online classes encourage prioritizing and problem solving skills.
Numerous applications of technology can support integrated, inquiry-based
learning. These techniques can be classified into two general categories. The first
category is students learning “from” a computer-where technology is essentially used as a
tutor to support and increase students’ basic skills and knowledge such as the use of
software or streaming videos (Reeves, 1998; Ringstaff & Kelley, 2002).
The second category is students learning “with” a computer-where technology is
used as a mechanism to help develop critical thinking, creativity, and research skills
(Reeves, 1998; Ringstaff & Kelley, 2002). The most widespread use of learning “with”

20
computer is online classes. Students who are enrolled in online classes learn to self-pace
with minimal teacher involvement, correspond with teacher and fellow students, and
analyze and interpret data and develop critical skills necessary for their future in a
technologically advance society. Online education facilitates access to curriculum
regardless of time and location constrains. Educators are beginning to recognize the value
and potential of this approach as it enhances student’s ability to multi-task, problem
solve, and develop higher-order thinking.
In A National Primer on K-12 Online Learning, Watson (2007) reported that there
are many different types of online programs that range from highly interactive, courses
that are at a distance with less interaction, to hybrid courses that combine distance with
face-to-face element. There are several distinguishing factors:
• Synchronous vs. asynchronous: synchronous classes operate in real-time with
teacher and possibly other fellow students where as most online classes are
asynchronous-meaning that student and teacher work and interact at different
times;
• Geographical reach: online programs may operate within a school district, across
multiple districts, across states, or possibly internationally;
• Grade level: in grades 9-12 students may spend one-half or three-quarters of their
course online, while the lowest grade levels students often spend 15% or less of
their time online with heavy parental and teacher supervision;
• Full time programs vs. supplemental programs: full time programs provide

21
complete courses online where as supplemental programs provide small number
of courses.
Online learning has revolutionized the structure of education in United States. An
innovative virtual school is Florida Virtual School (FLVS). This public school is
nationally recognized for Electronic-Learning or E-Learning model and was funded by
Florida Legislature as a pilot project in 1997 with only 77 enrollments (Florida Virtual
School, http://www.flvs.net). In 2005-2006 school year, FLVS delivered more than
68,000 individual course enrollments to approximately 31,000 students across Florida
(Florida Virtual School, http://www.flvs.net). The emphasis at FLVS is on personalized
learning that extends beyond a traditional classroom. Students can communicate with
their teacher and access their assignment at a self-paced rate, any time, any place.
Similarly parents have access to a web-account to monitor their child’s progress in real-
time and nearly 60 percent of parents at FLVS utilize this service (Tucker, 2007).
Today, FLVS offers rigorous online curriculum options for grades 7-12 as well as
adults seeking General Education Diploma alternatives. This virtual school has 150
certified instructors that teach more than 80 subjects including AP courses, language
studies to rural or smaller school districts that did not have the resources to offer such
courses. The success rates of the students who attend FLVS are impressive with 90
percent of its enrollees complete and pass FLVS classes (The National Evaluation and
Technical Assistance Center, http://neglected-delinquent.org).
The introduction of technology into public education has raised the expectations
of legislators. Continuous poor performance of U.S. students on international assessments

22
has prompted greater scrutiny on what is being tested as it relates to what students need to
know to succeed in society and compete in global labor force (Honey et al., 2005).
Students need to develop learning skills that enable them to analyze information, engage
in problem solving skills, and communicate effectively. Current assessment tools focus
on student’s ability to recall facts and not adequately measure students’ ability to think
critically. Increasing student achievement and potential, both in standardized tests and
higher-order thinking, has been the promise of technology use in the classroom.
Research Results
Research supports the claims of application of technology in the classroom for
more than a decade. In 1998, a study conducted by Wenglisky, revealed that technology
had positive influence on fourth and eighth grade students’ math test as measured in
National Assessment of Educational Progress assessment. In this study economically
disadvantaged or minority students were no less likely to use computers in the classroom
as compared to the Caucasian or middle class students. However, they were more likely
to be taught by a teacher who had not participated in professional development on
technology use in the classroom which possibly as a result reflected on students’
academic scores and higher-order problem solving (Wenglisky, 1998). Interestingly, the
study found frequency of computer use had no barring on academic achievement while
using computer effectively to solve complex problems increased math scores and
commonly know practice of “drill-n-kill” practice had a negative result on academic
achievement. Similarly, Papanastasiou, Zemblyas, and Vrasidas (2003) found that

23
computer use itself does not have positive or negative effect on student achievement
rather it is the way in which computers are used in and outside of the classroom.
In United States there are millions of students who have a mild to severe disability
that impairs their ability to fully participate in a traditional classroom. For these students,
technology based programs are especially useful in enabling the student to become an
active learner. Technology based instruction has proven to be an effective method of
providing opportunities for students to be engaged in simulation laboratory and
communication activities that are matched to student’s ability (Hasselbring & Williams-
Glasser, 2000). For instance, the use of multimedia in the classroom can incorporate
dynamic images and sounds to deepen the conceptual understanding of students who
have limited background knowledge (Hasselbring & Williams-Glasser, 2000).
Communication via the use of computer enables the student to collaborate and interact
with peers, in particular helpful for students with speech and language disorder.
Technology also supports multiple learning modalities of visual, tactile, and
auditory learners. For instance, instead of reading about the human circulatory system,
students can use streaming video and virtually travel through veins and arteries to gain a
better understanding of this complex process. Students with disabilities or special needs
can use word processing or speech recognition software for communicating and
participating in academic courses. Students can learn at their individual pace and have the
opportunity to practice multiple times either in the classroom or at home.
Silvin-Kachala and Bialo (2000) reviewed 311 research studies on the efficiency
of technology on student achievement in a study commissioned by Software and

24
Information Industry Association. Their study discovered increased achievement scores
in preschool through high school, for both regular and special needs students, with an
improved attention toward learning and enhanced self-esteem. The study further
explained that students engaged in technology-rich environment had significant gains in
academic achievement across curriculum.
Historically the use of technology and distant learning were primarily designed
for students who were not succeeding in traditional schools (Olszewski-Kubilius &
Limberg-Weber, 2002). Educators advocated for the gifted students in belief that distant
learning can potentially increase student ability and provide an enriched educational
experience (Olszewski-Kubilius & Lee, 2004). Recently in a study by Olszewski-
Kubilius and Lee (2004), 99 honors-level students and 87 AP-level in grades 6-12, took
courses though a gifted distant-learning program. Students reported that significant
reasons for participating in this program were the desire to enrich and accelerate their
learning, the desire in the subject area, and the unavailability of the course at their home
school (Olszewski-Kubilius & Lee, 2004). Overall, students reported that they were
satisfied with their experience and felt that the classes were challenging and they were
well prepared to take examinations; however, they still desired to have the traditional
textbooks and written course materials (Olszewski-Kubilius & Lee, 2004).
Additional research indicates that the use of technology with gifted students
increases students’ higher order thinking skills, critical inquiry, and reflection
(McLoughlin, 1999). According to Belcastro (2001), electronic technologies such as e-
mails and the Internet can augment students’ learning in particular gifted students who

25
reside in rural areas. This technology permitted the students to have virtual field trips to
museums, governmental agencies, and other institutions (Belcastro, 2001). The use of
technology in the classroom enables the students to interact with their peers across the
table or across the continent and engage in various cultural experiences.
Various state and private programs, nationally and internationally are
commissioned to examine the effects of technology as it relates to student achievement.
Michigan Freedom to Learn (FTL) state wide program provides laptop computers to
elementary, middle and high school students and teachers aimed to improve student
achievement and engagement while changing the way teachers teach. (eSchool News,
2005). The program allows teachers to individualize instruction through “one-on-one”
learning. The initial program occurred with a total of 4,245 sixth grade students and 280
teachers. The results were significant increase in reading proficiency from 29 to 41
percent for seventh graders and 31 to 63 percent for eighth graders (eSchool News,
2005). The FTL initiative has also been accredited for high student motivation and
decrease in classroom discipline.
Research suggests that there is a connection between student achievement and
technology-integration, inquiry-based teaching, with emphasize on problem solving skills
(Honey et al., 2005). In a 2001 study of Enhancing Missouri’s Instructional Networked
Teaching Strategies (eMINTS) program, a statewide technology integration initiative,
including students with special needs, consistently scored higher on the state assessment
exams than non-eMINTS students (Evaluation Team Policy Brief, 2002). Over 2,000
third and fourth grade students from 32 schools participated in this program and the

26
results indicated a positive gain for all participants, although some were not statistically
significant. The eMINTS program provided professional development for teachers to
integrate technology with analyzing, problem-solving, and higher-order thinking skills
(Honey et al., 2005). This program has since expanded to other states. Currently, 10
districts in Utah, 56 Maine districts, 2 Nevada districts and 1 Illinois districts with 1,000
classrooms and over 22,000 students participate in eMINTS program (Honey et al.,
2005).
Effective use of Technology
Nowadays, almost all schools regardless of student demographic or socio-
economic status have access to technology in the classroom. The digital divide or
inequity exists in the resources to support technology use in schools and technology-
based instructional strategies that reinforce complex and critical thinking development. A
comparative study by Knobel, Stone, and Warschauer (2002) between five schools in
underserved communities with high minority population and three economically
advantaged schools with primarily all Caucasian population, explained these differences.
Their findings were categorized in three common patterns:
• Workability: easy accessibility to teaching and learning with existing digital
network. The main differences were professional development in use of
technology in the classroom and the personnel to support the digital network. The
economically advantaged schools had invested more in professional development,
hired more qualified staff, and encouraged all school staff to use technology;

27
• Complexity: the integration of technology into instruction. All eight schools have
made evident of this factor. However, in low socio-economic schools, teachers
spent more time covering basic computer skills as compared to research and
writing assignments that were issued at the comparison schools;
• Performativity: measurable performance without regard to the meaning or content
of that which is being performed. Interestingly, in both types of schools,
completion of technology tasks was used as an end in themselves, and not
relevant to learning goals. For instance, the focus of a PowerPoint presentation at
a wealthy school was mastering the various features of the PowerPoint software
as oppose to developing an effective presentation.
Knobel et al. (2002), conclude that they did not find any sources of digital divide
however, they did find that the patterns of technology use in low socio-economic schools
is significantly different that those of wealthy schools and can ill prepare the students for
the demands of our cyber-society.
The increasing number of virtual schools and use of technology in classrooms is
paralleled with the demand of teacher preparation to use technology and teach online
courses (Davis & Roblyer, 2005). The teacher’s position has become that of a facilitator
who guides students to construct their learning by solving problems and discovering
answers in a meaningful way (O’Neil, 2005). Teachers’ role has changed from the
disseminator of information to the facilitator of learning. Cyrs (1997), identified areas of
competence to teach online courses which are similar to those of traditional classrooms:

28
• Course planning and organization;
• Collaborative work with others to produce effective courses;
• Verbal and nonverbal presentation skills;
• Effective questioning strategies;
• Ability to involve and coordinate student activities among several sites.
• Graphic design and visual thinking.
Roblyer and McKenzie (2000) found similar teaching strategies that supports
Cyrs (1997) mainly good communication and classroom organization that are effective
skills in both traditional and virtual school setting.
In 2004, U.S. Department of Education funded a project to create a model to
integrate virtual school curriculum into four very diverse pre-service teacher education
programs (Davis & Roblyer, 2005). The Fund for Improvement of Post Secondary
Education was to develop and disseminate and innovative model program to prepare
virtual school teachers. The project included Iowa State University, University of Florida,
University of Virginia, and Graceland University with several Midwest campuses
including virtual campuses. The project was called the Teacher Education Goes Into
Virtual Schooling project. The goals of the project were the following: 1) to develop
strategies to foster competence in each of the three roles for virtual school instruction
(counselor, assistant teacher, designer); 2) to develop effective tools for use by all
consortium members; and 3) to establish a community of practice to personnel inside and
outside of the project can work together to enhance preparation of virtual teachers (Davis

29
& Roblyer, 2005). This model of innovation and transferable curriculum will provide
support to more than 1,000 teachers’ colleges across the United States (O’Neil, 2006).
Ninety-percent of fastest growing jobs in our economy require a college degree as
the U.S. and global economies shift from manufacturing toward a knowledge-based,
technologically enriched culture (The Manhattan Institute, 2003). The complied research
supports that appropriate use of technology coupled with a qualified teacher can enhance
student achievement, and develop critical thinking skills. Overall, the use of computers
and the Internet assists students to explore new information, form complex ideas, and
analyze problems to cultivate progressive solutions. The question that still remain is “can
technology improve the academic achievement for students who are at-risk of failure?”
2a. Characteristics of At-risk Students
In order to examine the educational methods that have proven effective with at-
risk students, we must first discuss the “at-risk” student characteristics. Research has
identified several elements that may predispose students to be at-risk of dropping out of
school. Hammond, Liton, Smink, and Drew (2007) categorized these factors into four
domains with sub-categories, they are the following:
1. Individual Domain: Factors Related to Individual Students
High-risk demographic characteristics: research has identified links between
certain demographic characteristics and dropout rate. Male students are consistently eight
percent more likely to drop out of school than female students; the gap is greater than 14
percent among African-American males than female students (Education Week, 2006).
Among minorities, 52 percent of Hispanic and 56 percent of African-American students

30
will graduate from high school in four years, compared with 78 percent of White non-
Hispanic and Asian students (Education Week, 2006).
Early adult responsibilities: Some students are propelled into adulthood by
becoming teen parents or having to get a job to support their families. Other students are
given the responsibility of taking care of their younger siblings while parents work
several jobs to provide for the family. Gleason and Dynarski (2002) indicate that such
factors are linked to early dropout.
High-risk attitudes, values, and behavior: Battin-Pearson, Newcomb, Abbott,
Hill, Catalano, & Hawkins (2000), found that students who exhibit antisocial behavior
and/or associate with individuals who act violent, abuse substance or get in trouble with
the law are more likely to drop out of school. These students are not socially isolated;
rather they interact with other students who share the same attitude and belief about
school as they do.
Poor school performance: Rumberger (2001) indicated from a national survey of
students who dropped out of school that 35 percent self-reported they were “failing” in
school. Majority of the survey, 57 percent, reported that they found it difficult to pass
from one grade to the next and that high school graduation requirements were too
challenging to complete. In other research, it was revealed that multiple retention
dramatically increase the risk of student drop out (Gleason & Dynaski, 2002).
Disengagement from school: Studies have found a positive correlation between
student performance and school engagement (Alexander, Entwisle, & Horsey, 1997;
Rumberger, 2001). The disengagement can influence the student academically,

31
behaviorally, socially, and psychologically (Hammond et al., 2007). Students who
consistently do not complete assignment are usually absent and when they do come to
school, they are most likely unprepared. To divert attention from the fact that they are ill-
equipped, the student might misbehave in the classroom which means a suspension or a
possible expulsion and more time away from school. This act alienate student from
school, giving a student a sense that he or she does not belong, which can increase the
likelihood of dropping out of school. Rumberger (2001) revealed that students who have
low academic expectation either with graduating from high school or plans beyond
graduation significantly increase their risk of dropping out. Teachers hold a very
important position in motivating and encouraging students to stay focus and plan for the
future. According to Rumberger (2001), only 41 percent of students surveyed said that
they had a staff member or a teacher in school to talk to about their problems.
Education stability: Families who are forced to relocate due to financial or family
situations are sometimes have to also relocate to a different school or even to a new
district. High mobility between schools can create a gap in the education services placing
the student at-risk of dropping out of school (Gleason & Dynarski, 2002).
2. Family Domain: Factors Related to Family Background and Home Experiences
Background characteristics: Low socio-economic status (SES) is a predicting
factor that has been linked to student dropout (Alexander, Entwisle, & Kabbani, 2001).
Generally, low SES households are single-parent families that can increase the risk of
school dropout (Lehr, Johnson, Bremer, Cosio, & Thompson, 2004).
Level of household stress: High level of stress in the household due to moving,

32
substance abuse, death, divorce, or remarriage also have a negative impact on academic
achievement and staying in school (Alexander et al., 2001).
Family dynamics: Jimerson, Egeland, Sroufe, & Carlson (2002) found a
significant link between early care giving and mother-child relationship and dropout rate.
Students in households with lack of structure and low monitoring of student activities are
more likely to leave school before graduating (Lehr et al., 2004).
Attitudes, values, and beliefs about education: As the child’s first role models,
parents have a very important role in building and shaping expectations about the
importance of education. Alexander et al. (2001) found that parent’s low expectation and
low value system towards school are linked to higher dropout rates. Also, in families
where one adolescent has dropped out, it increases the risk of a sibling also dropping out
before graduation (Gleason & Dynarski, 2002).
Behavior related to education: Parent’s involvement and frequent contact with
school can have a positive impact on student’s academic achievement. Studies have
found that sporadic contact and lack of communication with school is another predicting
factor in student drop out (Gleason & Dynarski, 2002; Jimerson et al., 2001).
3. School Domain: Factors Related to School Structure, Environment and Policies
School structure: Public and private schools have received a lot of attention due
to student academic achievement and vouchers for students in low-performing schools
(Hammond et al., 2007). Rumberger (2001) revealed that Catholic and private schools
have a fewer dropouts than public schools. However, it is not clear whether the
differences are attributed to school resources and demographic characteristics of students

33
and parents or structural characteristics of these schools (Rumberger, 2001). Studies have
found that large school size; in urban, low SES high schools produce the most dropouts in
United States (Balfanz & Legters, 2004; Lehr et al. 2004).
School resources: Research has found that high student-teacher ratio and lack of
highly qualified teachers are also predicting elements for placing students at risk of
dropping out (Rumberger, 2001).
Student body characteristics: Based on previous research, it is not surprising that
schools with high concentration of low SES, low performing, and high minority students
have a greater percentage of student dropouts.
School environment: Many of the predictors mentioned earlier have a negative
impact on school climate. High rates of student discipline issues can create an unsafe and
often prone to violent school environment which is linked to high level of absenteeism
and student drop out (Rumbeger, 2001).
Academic policies and practices: Although standards-based performance and
high-stakes testing has improved academic achievement, research has found that
retention has dramatically increased for at-risk students who are minority, overage for
grade, English-language learners, and low achievement (Allensworth, 2004). Students
who are in need of support are often in schools with the fewest resources available
(Miller, Ross, & Sturgis, 2005). Bridgeland, et al. (2006) also found that majority of
student dropouts surveyed would have stayed in school if they had teachers who made
class interesting, small class sizes, and if schools provided opportunities for real-life
learning.

34
Supervision and discipline policies and practices: Student arrest, suspension, and
expulsion for substance possession or sale and weapons possession has increased since
the early 1990s (Miller et al., 2005). Meanwhile, the push for accountability and student
achievement many increase the pressure to exclude these students from school (Miller et
al., 2005). As mentioned earlier, frequent suspensions or expulsion is a predictor of
student dropout.
4. Community Domain: Factors Related to Communities and Neighborhoods
Location and type: In a Johns Hopkins study of promoting power of schools,
Balfanz and Legters (2004) found that 61 percent of urban schools, 20 percent of
suburban, and only 5 percent of rural schools had the lowest level of promoting power,
where entering freshman had less than 50/50 chance of graduation in four years. Lehr et
al. (2004) reported that students are more likely to dropout in western and southern states.
Demographic characteristics: As noted earlier in this study, communities with
high portion of minorities, low SES household, single-parent families, high level of
violence, and drug related crimes have been linked to higher percentage of students
dropping out of school.
A number of studies have attempted to identify primary risk factors of student
dropout. As evident from the above discussion, numerous elements contribute as
precursor for at-risk students. Research has found that no single factor is significant
predictor of dropout and students who have a particular risk factor do not always drop out
(Balfanz & Herzog, 2006; Gleason & Dynarski, 2002, Jimerson et al. 2000). Jimerson et
al. (2000) found that the highest predictive measure included a combination of early

35
childhood factors, school performance and experience, family background, and individual
characteristics. Although Balfanz & Herzog (2006) and Gleason & Dynarski (2002)
found different risk factors that contributed to their study of student dropout, they support
Jimeson et al. (2000) in that a combination of risk factors were identified as reason for
dropout.
Clearly there are multiple factors contribute to at-risk student’s disposition. Lehr
et al. (2004) categorized these factors into two groups: push factors and pull factors. Push
factors emanate from school’s themselves such as the environment, school’s climate,
faculty, and/or curriculum that may alienate students to the point that they end up
abandoning school (Hammond et al., 2007; Lehr et al., 2004). Pull factors refer to
circumstances out of school such as family, employment, background and/or experience
that enables the student to detach form school (Hammond et al., 2007; Lehr et al., 2004).
As educators we may not have any influence over “pull factors” but we can influence
“push factors”. We can create educational programs that provide structure with flexibility
to students who are being pulled away from school in and prepare them for digital world.
Technology use with at-risk students
As research suggests, there are many complex elements that contribute to the rise
of dropout rate in United States. Many of the elements mentioned are beyond the control
of the education system. Yet educators and policymakers are responsible for providing an
educational program and environment that is optimal for all student achievement.
Research studies have found that computer technology, when implemented correctly, can
be used as a prevention and intervention measure with at-risk youth to improve student

36
achievement. Roschelle et al. (2000) illustrates how technology can enhance student
learning based on the four cognitive models of learning. They are the following:
Active engagement: Research has demonstrated that students learn best by “constructing”
knowledge from experiences, interpretations, and interactions with their environment
(Bransford, Brown, & Cocking, 1999). When students are merely receiving information,
for example teacher lecture, they are passively retaining the information and may not be
able to develop sufficient understanding to apply what they have learned to other
circumstances (Bransford et al., 1999). The trend in the public school system fosters that
of a passive learner. Students become disengaged and uninterested in the subject matter
which they demonstrate by not completing assignments, lack of classroom participation,
and truancy.
One of the most common reasons given by at-risk students for truancy was that
their classes were not interesting (Bridgeland et al., 2006). Increase participation in the
classroom can be done without the use of technology; however, the characteristics of
computer-based technology are particularly useful for constructive learning (Roschelle et
al., 2000). For example, students conducting an experiment can graph their data
instantaneously using programs such as Microcomputer-Based Laboratory instead of
plotting the points on a graph paper (Roschelle et al., 2000). Students can see the results
of their experiment immediately and able to actively identify factors that might have
influenced their data.
Participation in groups: performing tasks with others provides students with
academic and social context to discuss ideas and make learning more meaningful.

37
Students’ involvement in social intellectual activity can be a powerful motivator and can
enrich student teaching (Roschelle et al., 2000). One of the most prominent features of
computers is communication. Students can use many Internet tools to participate and
engage in conversations, with students in their classroom or students across the globe, to
expand their understanding of the subject. Social disengagement is identified as a risk
factor that can lead students to cease attending school. Jimerson et al. (2000) found that
students, who were socially isolated, had trouble getting along with their peers and more
likely to drop out of school. At-risk students are typically in need of caring and
committed peer relationships, social support, as well as cooperative learning experiences
(Day, 2002).The use of computer-technology in the classroom creates a structured and
safe environment for student to engage in group activities, communicate, and share ideas
(Roschelle et al., 2000). Structured socialization in the classroom can translate to
socialization after class and real sense of connection to school.
Many types of computer-based learning programs have been created to use in the
classroom. For example, Computer Supported Intentional Learning Environment
(CSILE) supports collaborative knowledge building by allowing students to communicate
their ideas and criticism in the form of questions, statements, and diagrams to a shared
database (Roschelle et al., 2000). Hakkarainen (2002) conducted a three year study of
145 students in 5
th
and 6
th
grade from inner-city public schools in Toronto, Canada who
used CSILE program in their science classrooms. The results indicated a change in
students understanding of materials as their explanations and responses to questions

38
became more explicit and complex (Hakkarainen, 2002). Technology creates opportunity
for students to connect, collaborate, and engage in academic tasks.
Frequent interaction and feedback: in traditional classrooms students may have to
wait days, even weeks to receive feedback on an assignment or exam. Research suggests
that students learn more rapidly with prompt and frequent feedback (Day, 2002).
Roschelle et al. (2000) concurs that computer technology can support this principal in
three ways. First, computer tools can encourage immediate feedback. For instance,
students can use an interactive graphing application that allows to explore relationship of
a mathematic model more rapidly as oppose to graphing the model by hand (Roschelle et
al., 2002).
Second, computer technology can be used as an assessment tool to analyze
student performance and provide targeted feedback to increase student achievement
(Roschelle et al., 2002). Online assessment programs such as SCANTRON adjusts
automatically to each student’s ability level generating difficult questions when student
answers incorrectly and easier ones when student answers correctly
(http://www.scantron.com/k12/). This program gives immediate results and places a
student in appropriate grade level based on performance. At-risk students often perform
below their grade level and need additional support and remediation (Alexander et al.,
2001; Day, 2002). Technology-tools allow the student to receive the additional support
without inquiring negative attention from the other students. SCANTRON also enables
the teachers to create an individual learning plan for each student based on their particular
need (http://www.scantron.com/k12/).

39
Third, technology can engage students on their own or in small groups. This
creates more time for teachers to give individual attention to particular students
(Roshcelle, 2000). As previously mentioned, poor academic performance is one of the
most significant indicators for student drop out (Alexander et al., 2001; Bridgeland et al.,
2006; Jimerson et al. 2000). With the help of computer technology student receives
immediate feedback, learn at their own pace, and experience success in school.
Connection to real world: one of the most commonly asked questions by students
is: “how is this going to help me in the real world?” There is truth in this type of question.
Engaging students in higher-order thinking requires authentic learning. Authentic
learning takes place when students are able to transfer knowledge from the classroom and
apply to real life situations (Day, 2002). The traditional practice in getting through
schools has been to simply memorize facts and solution techniques. This is not an
optimal learning method for any student, especially for at-risk students. One example that
promotes authentic learning is the Global Learning and Observation to Benefit the
Environment (GLOBE) Project (www.globe.gov/r). This program has linked more than
3,800 schools around the world to scientists. Scientists provide mentoring to students and
teachers about how to interpret and apply their local environmental data to scientific
concepts in analyzing real environmental problems (Roschelle et al., 2000). Educational
programs, such as GLOBE, that are only made possible via technology, encourage
students to use complex thinking skills, explore new information, and learn in meaningful
way.

40
Additional literature on the use of technology with at-risk students provides
significant supportive data. Page (2002) conducted a study of 211 elementary students of
low SES and various background, race, and ability level, in a technology enriched
classroom and a traditional classroom. Students were randomly assigned to the treatment
or control group. The treatment group used variety of computer technology while the
control group had little to no access to technology. The classrooms were compared in
terms of student achievement, self-esteem, and classroom interaction. The results
revealed significant statistical differences between mathematic achievement, self-esteem,
and interaction favoring the technology enriched classroom. However, this study did not
find a significant difference in reading scores between the groups.
In a similar study, Laffey, Espinosa, Moore, and Lodree (2003) found that
minority students with low SES who use interactive computer technology demonstrated
significant gains in behavior and academic achievement. The study included 187 African-
American elementary students from a large city in the Midwest that ranked in the bottom
5% in the state achievement test. Fifty-four percent of the students were rated by their
teachers as high-risk for behavior problems, 18% were rated medium to mild, and 28%
were rated low-risk of behavior problems. Students were randomly assigned to treatment
and control groups. The treatment group used mathematical software the control group
did not. Students in the treatment group outperformed the students in the control group by
.38 points, a significant increase from their post to pretest. Students who were rated high-
risk for behavior problems, seemingly these students could not stay seated for more than
a minute, engaged for more than 20 minutes on the interactive computer technology.

41
Kingsley and Boone (2008) supported Page (2002) and Leffey et al. (2003)
research results. In their study 184 ethnically and linguistically diverse elementary
students were randomly assigned to treatment and control groups. At this growing school
district in the Southwest, student population was approximately 47.5% Hispanic and
African-American and 43.9% White non-Hispanic. Over 14% of the total student
population in the study were non-English proficient or had limited English proficiency.
Students in the treatment group used American history software once a week in addition
to the teacher lecture; the control group did not have access to the computer software.
Much like the previous studies, students in the treatment group showed significant
achievement over the control group. The treatment group increased their mean test scores
and average of 12.2 % compared to 6.1% in the control group.
Instructional technology has a significant role in the education reform. Numerous
studies support the use of technology with at-risk student to increase academic
achievement. As a result, more school districts are implementing technology and the use
of the Internet to enrich the classroom experience. Additionally, more schools are
offering online classes for various reasons as supported by research. For some students,
the academic and behavioral interventions at the traditional schools deem ineffective or
often are too late. These students are referred to alternative education program in effort to
help them get back on track and close the achievement gap.
2b. Characteristics of Alternative Schools
The factors attributing for at-risk students often present obstacles that make it
impossible for them to remain at traditional school settings. Yet, there is an urgent need

42
for these students to have access to high quality education to equip them to thrive in
today’s society. Often, students who have continuous unsuccessful pattern such as
truancies, discipline, pregnancy, and/or deficient in academic credits are referred to
alternative schools.
The term alternative education is often used to describe programs designed for at-
risk youth, although it can also include programs for the gifted students, charter schools,
or home school programs. The perception of alternative schools, for at-risk students, has
been that of poorer quality programs than traditional school system. However as Aron
points out in An Overview of Alternative Education, alternative schools face a tougher
challenge in motivating and educating disengaged students, therefore they are more likely
to have programs that are high quality, innovative, and creative (U.S. Department of
Labor, 2006). Alternative schools provide opportunities to accommodate the educational
needs of vulnerable students who have failed in the traditional school system.
Multiple versions of alternative schools exist to meet the individual needs of at-
risk students. Each alternative school is unique in their organization and administrative
structure. The depth of analyzing the variety of alternative programs is beyond the scope
of this study. For the purpose of this research paper, alternative schools are categorized in
three types of programs as described by Raywid (1994). In the article Alternative
Schools: The State of the Art, Raywid (1994) distinguished alternative schools based on
the program’s goals and they are as follows:
• Type I schools often referred to as “popular innovation” schools offer specialized
learning opportunities usually in magnet or charter school settings. Type I schools

43
are unique in that they offer individualized curriculum and instruction, year-round
programs, self-paced work, and whole student approach. Students choose to
attend Type I schools.
• Type II schools are programs to which “students are sentenced usually as a last
chance prior to expulsion”. The goal of “last chance” programs is to segregate,
contain, and reform the disruptive student’s behavior. Students’ placement is
often short-term until they have met the terms of their behavioral contract. The
focus of these types of schools is on behavior modification and often limited to
basic or remedial pedagogy.
• Type III schools are programs that provide therapeutic settings for students who
presume to have social and emotional needs that create behavioral challenges and
interfere with their academic progress. The premise of these types of schools is
that after “successful treatment, students can return to mainstream programs”. The
emphasis is on emotional growth and remedial academic focus. Type III or
“remedial focus” schools provide counseling and social service support however;
student can choose not to attend.
Alternative schools are often categorized in one of the above programs although
some schools can have a mix program. Local school districts operate many of the Type I
schools designed for at-risk students. Type II and Type III schools, that are discipline and
therapeutic oriented, are seldom sponsored by local school districts. These programs are
often operated by the local county agencies.
For the purposes of this study, alternative education is referred to the definition

44
provided by The Common Core of Data, a primary database on public elementary and
secondary education, “a public elementary/secondary school that addresses needs of
students that typically cannot be met in a regular school, provides nontraditional
education, serves as an adjunct to regular school, or falls outside the categories of regular,
special education or vocational education” (U.S. Department of Education, 2002, Table 2,
p. 14).
The research on the student success in the various alternative programs is in the
preliminary stages therefore additional studies are necessary to explore the full capacity
of these programs. According to Raywid (1994) type I programs are more successful in
increasing student progress as compared to Type II or Type III programs (Raywid, 1994).
Other research suggests that at-risk students thrive in alternative schools due to the
flexible, supportive, and individualized structure of the program however, upon return to
traditional schools they are frustrated and unable to adjust to the rigid structure of
traditional schools (Cox, 1999). Multiple research studies have cited similar
characteristics in identifying specific attributes of successful alternative school apart from
the goals of the particular program. Many of these characteristics are in further need of
rigorous evaluation however, they warrant a discussion due to frequency of appearance in
literature. They include:
• Smaller class size: effective alternative education programs have a low student to
teacher ratio (Raywid, 1994). Quinn and Poirier (2007) reported that class size of 20

45
students or less per class is one of the contributing factors to a successful alternative
school. Small class sizes encourage interaction and promote caring relationships
between student and teacher.
• Academic instruction: successful programs combine high academic standards with
engaging and innovative instruction (Aron, 2006). Realistic academic and behavioral
goals are established based on student’s interests and communicated with all stake-
holders (Aron, 2006; Quinn & Poirier 2007, Raywid, 1994). The focus of the
pedagogy in alternative education programs is on applicable knowledge that is
relevant to life outside of school and future opportunities (Aron, 2006). There is a
greater emphasis on academic intervention, tutoring, mentoring which is made
possible by smaller class sizes (Aron, 2006, Quinn & Poirier 2007, Raywid, 1994).
Flexibility in program delivery in terms of classroom hours, school location, and
autonomy in subject matter selection are important features of alternative education
programs (Quinn & Poirier, 2007).
• School climate: Effective classroom management has also been identified as a
noteworthy attribute of high quality alternative education program (Quinn & Poirier,
2007). Establishing rules, high expectation, and appropriate consequences are
communicated with all students. The consistency in implementing rules and keeping
students accountable creates a fair, structures, and safe environment which are
conducive to student learning (Aron, 2006, Quinn & Poirier, 2007).
• Culture of staff: teachers at successful alternative education schools choose to be part
of that program (Aron, 2006, Quinn & Poirier 2007, Raywid, 1994). They implement

46
positive discipline techniques, hold high expectation for student academic
achievement, collaborate with their colleagues, and continue to establish positive
rapport with students and peers (Aron, 2006, Quinn & Poirier 2007, Raywid, 1994).
Teachers at alternative programs are considered highly qualified in concert with
NCLB requirement. The focus of all staff at successful alternative programs is on the
whole-child. They consistently and effectively communicate and work together in
partnership with variety of community organizations. Through such partnership as
social services, businesses, mental health, law enforcement agencies, and community
colleges, alternative education programs are able to provide support and guidance for
students and their families.
• Professional development: successful alternative education programs provide
ongoing and relevant instructional support and activity to raise academic standards,
develop innovative and research supported instructional techniques, and maintain
professionalism (Aron, 2006, Quinn & Poirier, 2007).
• Leadership: supportive and caring administrators are also among the characteristics
of successful alternative education programs. Quinn & Poirier (2007) found that
“students seemed to appreciate the relationship they had with their administrators” (p.
19). Students and teachers expressed that administrators present on site and in the
classroom provided a layer of support and genuine care about the students and the
program (Quinn & Poirier, 2007). Administrators in effective alternative education
programs made decisions that consistently demonstrated their priority on placing
students first (Quinn & Poirier, 2007).

47
These attributes are consistent with effective educational program as supported by
various evidenced-based studies. Never the less, they are essential to this study, since the
research will be conducted at school settings that were identified by Quinn & Poirier
(2007) as exhibiting effective alternative education characteristics.
3. Evidence-Based Approach
Alternative schools similar to traditional schools are struggling with the depleting
state budget revenue and are anticipating the effects on school programs and student
achievement. Schools have to re-evaluate and re-organize their existing infrastructure to
provide adequate and efficient educational program with less funding.
The Evidence-Based model utilized by Odden, Picus, Goetz, and Fermanich
(2006) identifies components that are necessary to create and implement a high-standard
and efficient program which includes school’s technology. This approach is based on
evidence from local school districts and school level studies that have been impacted by
best practices, randomized assignment to the treatment, and research with controls or
statistical procedures that can aide in separating the impact of a treatment.
Odden et al. (2006) developed six strategies to create accountability and
monitoring program to ensure adequate educational program and to produce an increase
in student achievement. The first strategy suggests educators should recalibrate school
goals for students to prepare them for college and knowledge-based workforce. Re-
engineering school’s instructional strategies is the second suggestion where schools use
resources more productively and offer rigorous college preparatory curriculum. A third
strategy is to redesign teacher development by effectively using professional

48
development funding to increase instructional expertise. A fourth strategy is to reinforce
student achievement by offering additional support to struggling students such as
tutoring, smaller class sizes, increasing instructional time and perhaps extending school’s
calendar. Restructuring teacher compensation is the fifth suggestions where teachers’ pay
is individually based on knowledge and skills system instead of the traditional steps and
columns. The researchers also suggested retooling school’s technology to emphasize the
potential impact of the Internet on student achievement.
Odden et al. (2006) researched school districts that had doubled student learning
to support the structure of these six strategies. The researchers examined school districts
in Wisconsin, schools that implemented Washington Reading First Initiative, and
successful school districts in Washington that had significantly increased student
achievement. The schools and districts ranged from low SES to high SES and many had
diverse student populations in urban and rural settings.
Chief among the findings were recalibrate student goals, re-engineer schools, and
reinforce achievement for struggling students. There are distinct similarities between
these strategies and the use of online classes. Online classes allow students to work at
their own pace and establish individual learning goals (Honey et al. 2005, Ringstaff &
Kelley, 2002, Reeves, 1998). Students learn technical literacy and gain skills in critical
thinking and problem-solving to prepare for the workforce (Honey et al. 2005, Ringstaff
& Kelley, 2002, Reeves, 1998). The researchers found that all schools implemented
instructional strategies that are research-based and re-engineered their schools to optimize
student learning. Research has shown that when used effectively, technology and online

49
classes can improve student learning and increase achievement (Silvin-Kachala & Bialo,
2000, Wenglisky, 1998). All schools reinforced achievement for their struggling students
by offering additional support such as tutors, extended learning opportunities, and
individualized learning. Studies have shown that the use of technology and online classes
can significantly increase at-risk student’s achievement (Silvin-Kachala & Bialo, 2000,
Wenglisky, 1998).
The cost of virtual school and online learning has been a topic of concern for
many school districts. Anderson, Augenblick, DeCescer, and Conrad (2006), Cost and
Funding of Virtual Schools, conducted a year long project funded by Bellsouth
Foundation to investigate the cost of operating and funding mechanisms of virtual
schools. The Professional Judgment (PJ) approach was used to collect data for the
research. The PJ panel consisted of representatives from state-led supplemental programs
and representatives of full-time programs. State-led programs offer part-time, course-by-
course classes to enhance the traditional school’s program. Most state-led programs
provide only high school courses and granting credits for the course is local school’s
responsibility. Full-time programs offer all courses through virtual schools and they
usually provide services to elementary and middle school students.
Anderson et al. (2006) categorized the operating cost of virtual schools in two
categories, start-up costs and on-going costs. These include management, instruction,
course development, technology support, and technology personnel. They concluded that
80% of start-up costs are for administrative personnel and course development, and the

50
on-going costs are dependant on many variables the most significant of which depend on
where the student will take online courses.
The researches also examined the primary funding sources which include state
appropriation, funding formula, course fees, no state role, and a combination approach.
They found that funding formula model is the most promising approach since it provides
funding to virtual schools based on successful course completion as oppose to brick-and-
mortar schools which are funded based on student Average Daily Attendance (ADA).
Florida Virtual School is and example of funding formula model, it received per pupil
funding based on student enrollment and successful course completion, although initially
it was funded based on state appropriations.
Anderson et al. found that “operating costs of online programs are about the same
as the operating costs of a regular brick-and mortar school” (p. 11, 2006). However, this
research did not examine school expenses in terms of maintaining building structures and
transportation which would display that the cost of operating virtual schools is less per
pupil than traditional schools. Another concern has been the start-up cost of virtual
schools and online learning, and although the costs can be significant, overtime the costs
tend to decline. For instance, web-based curriculum can be updated online without the
purchase of thousands of textbooks for each individual student. Virtual schools and
online learning are relatively new to our school organization and school legislation has
made efforts in trying to implement this shift in paradigm. State legislators have allowed
limited discretions to school districts to attempt varied funding models to implement this
method of delivering instruction to meet the needs of the 21
st
century students.

51
The main benefits provided by virtual schools or online programs are that they
offer quality courses and personalized learning. Online classes make it possible for all
students, specifically at-risk students, to receive individualized instruction and gain skills
necessary for the new millennium. The next step would be to identify an alternative
education program that used funding sources appropriately to restructure their school
system on Evidence-Based model to build capacity and adequacy.
Summary
This literature review found that technology has positively impacted the education
system. Student greatly benefit from the appropriate use of technology, specifically at-
risk students who may be failing out of school. It has become increasingly important to
offer online classes at alternative education programs since more students are referred to
such programs every year. Additionally, it is extremely important to establish a system of
accountability for school finance on evidence-based model to monitor effective spending
to increase student achievement.

52
CHAPTER THREE
Research Methodology
Introduction
This chapter describes the design, sample, instrumentation, data collection and
data analysis process of the study. The purpose of this study was to examine a county-
operated alternative school that provides online classes to at-risk students. The focus was
to better understand the relationship between the variables of financial and human
resource allocation, the implications of online classes in terms of student achievement,
and the organizational structure.
The three research questions addressed the purposes of this study:
1. How are online classes used in a county-operated alternative school program to
maximize student achievement?
2. How are financial and staffing resources allocated for the use and implementation
of online classes?
3. How are online classes used to promote organizational capacity?
The methodology used in this study was qualitative, descriptive-analytic case
study. These methods provided the means to do an in-depth study and analysis of the
academic success of at-risks students participating in online classes in an alternative
education school setting. Interviews were conducted utilizing interview guide to convey
the details of the study through the viewpoint of the participants. In addition, existing
documents were analyzed using a document guide to collect data related to the study.
Both the interview guides and document review guides were designed on the basis of the

53
research questions and themes of the study aligned with a conceptual framework. The
district and interview participants were given pseudonym to ensure anonymity.
Sample and Population
This descriptive-analytic case study was conducted in Orange County
Opportunity School (OCOS) that is administered by its local Department of Education
Division of Alternative Education in Southwestern United States. The OCOS programs
are Western Association of Schools and Colleges (WASC) accredited and provides
educational services at approximately 140 school sites to over 18,000 students per year in
its Alternative Education, Correctional Education, and Adult Correctional programs. This
county-operated alternative school program is unique in that it has been in operation for
more than fifty-years and its educational philosophy and programs have continued to
evolve to meet the students’ needs and reflect the current educational trends. Most
importantly, it is considered to have characteristics that contribute to effective alternative
education program (Quinn, Poirier, Faller, Gable, and Tonelson, in press). The OCOS
programs provide year-round, K-12 educational opportunities to local school districts,
correctional institutions, and parents.
Each of the above programs provides various educational options throughout
Orange County. The focus of this study was Alternative Education program. Alternative
Education program includes Community Schools and Home Schools options for districts
and parents. Local school districts refer students to Community Schools for various
reasons chief among them are truancies, expulsions, and court records. The students who
are referred to Community Schools are considered at-risk and academically perform

54
below their grade level. This study was conducted at one Community School site in the
Alternative Education program. One Director, a Program Administrator, and one teacher
were selected for the interviews.
Overview of District and School
There are currently three Community Principal Administrative Regions (PAR)
within the Alternative Education program. Each PAR is geographically organized based
on the local school districts they service. There are 10-12 Community School sites at
each PAR and they are located in non-traditional areas such as store-front business
shopping centers.
The curriculum implemented in Community Schools is aligned with California
State Framework and Standards and local school districts. In Community Schools,
students are provided educational services via two distinct models of instruction to meet
their academic and individual needs. The Day School (DS) model offers a minimum 240
minutes of daily instruction in core curriculum areas: mathematics, language arts, social
science, and science. Students in this program attend school daily, during set scheduled
hours and are in a classroom of no more than 21 students.
The Contract Learning (CL) model offers independent study, where students meet
with their teacher on a specific appointment time, once a week, for a minimum of 60
minutes of instruction. CL students are expected to complete 20 hours of assignment
independently outside of school. A CL teacher can service up to 38 students on their
roster. Both program models provide services to students from 6
th
thru 12
th
grade
however, due to the independent nature of the CL model, most students assigned to this

55
program are 10
th
thru 12
th
grade. School sites with additional space facility can offer
“learning lab” opportunities for students to attend 2-3 times a week for 2-3 hours each
day. Students can participate in small group instruction and receive additional support in
a core subjects. For purpose of this study, the CL model was selected.
Process of Selection
In this study, a PAR that was utilizing online classes to deliver instruction was
considered for selection. Online education is considered a relatively new design and
many alternative education programs are starting to utilize this method of delivering
instruction. It was important for this study to select a teacher who implemented online
classes and promoted the use of technology with at-risk students. The Program
Administrator also has to have advocated for the use of technology in the region and
provided support to teachers. The PAR also had to have been in operation for at least five
years to provide opportunity to study funding fluctuation, regional and district leadership,
staffing and organizational structure as it relates to student achievement. Additionally,
PAR-A exhibits the characteristics of a successful alternative education program and
services for at-risk students as described in Chapter 2.
The study was conducted in PAR-A which is located in the North region of
OCOS. PAR-A and its school sites met the above criteria and were identified to be
suitable for selection in this qualitative research study. PAR-A had 10 school sites at the
time of the initial research. The PAR and its school sites were selected on the basis of the
following characteristics:

56
1. A PAR that has the capacity in funding, infrastructure, people and professional
development to support online classes.
2. School site that utilizes online classes to deliver instruction.
PAR-A expands across North Orange County in Southern California and covers a
large geographic area that encompasses six cities, Placentia, Fullerton, Buena Park,
Anaheim, Cypress, and La Habra. PAR-A provides academic services to students who
are referred to its program by five local elementary and high school districts. The purpose
for student referral can be categorized by poor academic grades, credit deficient, history
of absenteeism, and behavioral problems therefore these students are considered at-risk.
At the time of the research, PAR-A was servicing over 1600 students from 7
th
thru12
th
grade.
Each school site in PAR-A has one junior high DS class, one or more high school
DS class, and one or more CL classroom, with the exception of one site that is a single
teacher CL classroom. The number of classrooms and the staffing at each site is
determined by number of student referred by the local school districts.
PAR-A has one full-time Program Administrator, two full-time Assistant
Principals, two licensed clinicians, and three Special Education teachers. At the time of
the research, there were 28 DS and 31 CL teachers. Tables 3.1 and 3.2 provide a
demographic overview for both OCOS and PAR-A.

57
Table 3.1:
OCOS and PAR-A, Student Population Counts 2008-2009

As % of Total Enrollment
Student Population *Site-H
Count
*PAR-A
Count
*OCOS
Count

Grade Span

Number of Schools

Student Enrollment

Free/Reduced
Lunch

English Language
Learner

Fluent-English
Learner

Special Education

Students on Formal
Probation

Students on
Informal Probation

7-12

1

198

0%

35.0%

16.0%

0.03%

0.16%

93.04%
7-12

10

1649

10.2%

32.0%

10.0%

5.6%

13.2%

84.08%

K-12

140

5,307

40.9%

42.1%

13.4%

9.12%

43.0%

52.2%

*Student population is highly transient therefore; the above data is a close approximation
of the information presented.

58
Table 3.2:
OCOS and PAR-A, Student Demographics Counts 2008-2009

As % of Total Enrollment

Student Ethnicity

*Site-H
Count
*PAR-A
Count
*OCOS
Count
African American

American Indian

Asian

Pacific Islander

Filipino

Hispanic or Latino

Caucasian

0.01%

0.01%

0.01%

0.01%

0.01%

0.81%

0.14%
4.4%

0.4%

0.1%

0.2%

0.6%

70.2%

17.4%
3.8%

0.4%

2.9%

1.1%

0.6%

62.2%

24.9%

*Student population is highly transient therefore; the above data is a close
approximation of the information presented.

Participants
Personnel from the district, site level administrator, and teacher participated in
structured interviews. The researcher utilized Interview Guides (Appendix A) that were
aligned with the research questions and include probing questions. The interviews were
conducted at the site in which they work.
OCOS Director One OCOS leader was part of the sample, the Director of
Business and Division Support Services who is tremendous supporter of the use of
technology in the classrooms to increase student achievement. He has a rich experience
and deep understanding of OCOS operations, programs, and the services provided to at-
risk youth. The Director of Business and Division Support Services provides information

59
on use of facility, personnel, and financial implications on use of technology in the
classroom.
Site Administrator The Program Administrator has been with PAR-A for four-
years in an administrative capacity. He has worked in OCOS for over eleven years as
substitute teacher, teacher, site liaison, and a Program Specialist. His vast school
experience in different capacity provides him with a broad organizational and
programmatic perspective on OCOS and PAR-A. He is an advocate for the use of
technology in the classroom and has supported teachers who seek staff development
opportunities to enhance their knowledge in the field of technology.
Teacher One teacher was selected for in-depth interviews based on the
recommendation of the Program Administrator. The teacher selection was based on three
key elements deemed relevant to the research by the writer. First, the teachers must have
a minimum of three years in-classroom experience at OCOS. This experience, whether as
a classroom instructor or a para-educator, provides an understanding of the organizational
and procedural structure. The experience also ensures that teacher is familiar with the
unique needs and characteristics of at-risk students. Second, this teacher implements
technology in his classroom on a daily basis. He was also a presenter at a recent staff
development where he demonstrated two computer-based programs that both CL and DS
teachers can use with their students. And third, this teacher was selected based on
positive posture and student-center approach to learning.
School Facility The selected teacher was located at school Site-H. Site-H has six
CL classrooms and no DS classrooms. This school site has on site computer lab.

60
Teachers have access to all buildings and use of technology and academic resources.
Students have monitored access to technology while enrolled at the school site. The
building is located in industrial shopping centers with easy access to public
transportation.
Instrumentation
The research team included eleven Ed.D. graduate students involved in a thematic
dissertation group from the University of Southern California and one faculty advisor, Dr.
Lawrence O. Picus. The team selected the conceptual frameworks for the study, through
a collaborative process. Dr. Picus led a six-week seminar in the summer of 2006 in which
the conceptual frameworks and data collection instruments were developed by parallel
dissertation team members using relevant comprehensive school reform literature as the
underlying basis. The graduate students constructed the final instruments and worked in
collaboration with the research team to fine-tune the data collection instruments. Table
3.3 demonstrates the matrix showing the relationship of data collection instruments and
the research questions.

61
Table 3.3
Relationship of Data Collection Instruments to Research Questions

Data Collection
Instruments

RQ1: How are online
classes used to promote
student achievement
and equity?

RQ2: How are
financial and staffing
resources allocated
for the use and
implementation of
online classes?

RQ3: How are
online classes
used to promote
organizational
capacity?
Interview Guide:
District
Administrator,
Site
Administrator,
and Teacher

Document
Review Guide

X

X

X

X

Conceptual Framework
One conceptual framework was utilized in conjunction with the research
questions during the case study to examine and evaluate the allocation of resources and
effectiveness of professional development. The conceptual framework incorporated the
evidence-based model by Odden and Picus (2006).
The evidence-based model consists of six core strategies to assist school districts in
improving their educational programs. Odden and Picus argue that an adequate education
program should consist of the six core strategies “to rethink, if not restructure, their entire
educational program and reallocate all current and any new resources to a restructured
and more effective educational program” (2006, p.4).
The six core strategies the authors have recommended to improve student
achievement are:

62
1. Recalibrate goals
2. Re-engineer schools
3. Redesign teacher development
4. Reinforce achievement
5. Retool schools’ technology
6. Restructure teacher compensation
The first of the six core strategies addresses recalibrating goals. The authors
suggest that in order for students to be prepared for college, work in the global economy
and citizenship the school districts must have goals to increase student achievement.
They also suggest that districts create a long term goal focusing on at least 90% of
students achieving proficiency standards. This goal includes all students; low income,
students of color, English Language Learners (ELLs) and students with disabilities.
Re-engineering schools was the second core strategy which involves schools and
school districts utilizing their resources more efficiently and productively. School
administrators and teachers should focus on the instructional strategies being used in the
classroom, curriculum that is being taught, organization of the schools, and examine how
resources are utilized.
The third strategy closely looked at redesigning teacher development. The goal of
this strategy is that all teachers have the knowledge and expertise to be successful in the
classroom and raise student achievement test scores. Teachers should be given the tools
to assist students in being able to think, understand, problem solve, communicate and
meet the proficiency levels set by the state. The redesigning of professional development

63
involves utilizing both monetary and human resources effectively to provide teachers
with the professional development they need to promote student achievement.
The next strategy reinforced student achievement for struggling students. The
goal was to provide students who are “at-risk” with extended learning opportunities. The
opportunities include small group tutoring, extended-day and summer school programs to
allow all students an opportunity to be meet proficiency of the state standards.
An emphasis on the utilization of technology was the fifth strategy. Retooling of
the schools’ technology allowed teachers and students access to the Internet for
instructional purposes. The teachers and administrators could also use the Internet for
analyzing data to drive instruction in order to increase student achievement.
The last strategy was restructuring of teacher compensation. The idea behind this
strategy is that teachers pay should be based on a knowledge and skills-based pay system
where the teachers are paid individually for what they know and can do and include
bonuses for improving student learning, instead of the normal step and column pay scale
where teachers are paid on the basis of just years of experience and education units. The
rationale for a knowledge and skills based pay is that teachers will strive to learn and
implement research based strategies from professional development trainings in order for
students to meet grade level standards and proficiency.
The Conceptual Framework with the six core strategies related to the research
questions is visually depicted in Table 3.4.

64
Table 3.4
Relationship between the Six Core Strategies and the Research Questions

Six Core Strategies
(6Rs)
Q1: How are online
asses used to promote
udent achievement and
quity?

RQ2: How are
financial and
staffing resources
allocated for the
use and
implementation of
online classes?

RQ3: How are
online classes
used to promote
organizational
capacity?
1.Recalibrate Goals
2. Reengineer Schools
3. Redesign Teacher
Development

4. Reinforce
Achievement

5. Retool School’s
Technology

6. Restructure Teacher
Compensation
X

X

X

X

X

X

X

Framework for Research Question One
The first research question asked, “How are online classes used in a county-
operated Community School to maximize student achievement and equity?” Two of the
six core strategies were emphasized to answer this question. Alternative school’s primary
function is to provide educational services to at-risk students who were unsuccessful in
traditional schools with traditional instructional methods. It is important to examine how
a Community School recalibrates student learning goals by providing online classes
augment performance. There is a plethora of research that supports the use of technology
to enhance student learning. It was imperative to this study to examine the impact of
online classes to reinforce student achievement. Structured interviews with multiple
participants with the interview guide were conducted to answer this research question.

65
Additionally, documents were analyzed with document guide to provide data in relation
to the research question.
Framework for Research Question Two
The second research question asked, “How are financial and staffing resource
allocated for the use and implementation of online classes?” Four core strategies guided
this research question in structured interviews with multiple stakeholders and documents
were analyzed to support the interviews. Interview and document guides were utilized in
collecting and analyzing information. It was important to examine how a Community
School re-engineer’s their practice to utilize and maximize resources in implementing
online classes to achieve optimal student results. Redesigning teacher development lens
was also important in understanding the resource allocation strategies to support online
classes that may have a direct impact on reinforcing student achievement. Also,
Restructure teacher compensation was examined as it relates to teacher participation in
staff development or pursuing advance degrees. Additionally, retooling school’s
technology lens provided information regarding the structure and support of online
classes based on financial and staffing resources.
Framework for Research Question Three
The third research question asked, “How are online classes used to promote
organizational capacity?” Two of the six core strategies served as a foundation for this
research question. It is important to examine how a Community School re-engineers
schools structure to meet students’ needs in a turbulent economic condition. The
conceptual frameworks emphasized the need for organizational capacity at the district

66
level and school site to promote student achievement. Structured interviews with multiple
participants with interview guide were conducted to answer this research question.
Additionally, documents were analyzed with the document review guide to provide data
in relation to the research question.
The Researcher’s Role
In a qualitative study, the researcher has an ethical obligation to disclose biases
and personal values prior to the research to preserve the integrity of the study (Creswell,
2003). My perception of alternative education programs has been shaped by my
professional experiences. I started my career in the field of education as a para-educator
in juvenile hall which is part of OCOS education program. Shortly after, I was given the
opportunity to teach in one of the Units that was designated for students who exhibit
sever social and emotional behavior therefore, could not be mixed with the general
population. After two years, I left juvenile hall to pursuit teaching in traditional school
district. For the next three years I taught in a local elementary school, in a 1
st
grade, 3
rd

grade, and 4
th
-5
th
combination classroom. My last assignment in the elementary school
was teaching students who were on the verge of expulsion due to multiple and sever
behavior problems at school. It was at this time that I decided working with at-risk youth
was truly my passion. I returned to OCOS-Correctional Education, house-arrest program
teaching students who were on formal probation. I taught in that program for five years
before I became an administrator in OCOS-Alternative Education program in PAR-A.
I believe my experiences can be useful and a positive contribution to the research
in as much as, having a deep understanding of the program and the student population,

67
and having a positive and familiar relationship with the participants. I am also keenly
aware of the challenges it presents. As an administrator, I bring certain biases to this
study, although my sincerest efforts were made to ensure objectivity. I started this study
with the perspective that teachers are the gatekeepers of creating opportunity for students
to learn. Teachers are very influential in the classroom and can empower or demoralize
students. To sustain my objectivity I used multiple resources when interpreting the data.
In this study the following strategies were utilized to protect the integrity of the research
and participants’ rights: 1) the purpose and objectives of the research was communicated
verbally and via a formal letter to all participants, 2) prior to conducting this research, the
Institutional Review Board (IRB) provide exempt to proceed with the research, 3) all
participants remained anonymous, and 4) the final results of the research was provided to
all participants, if desired (Creswell, 2003).
Data Collection Instruments
Two instruments were developed jointly by the research team to collect data
which addressed the three research questions under the lens of the conceptual framework
in relation to the impact of online classes on student achievement in an alternative
education school setting. In order to ensure that the research questions were adequately
addressed the instruments were created carefully and thoroughly. The Interview Guides
and Document Review Guide were utilized to provide the data for the study. All of the
data collection instruments were field tested with subjects outside the sample to measure
the effectiveness and accuracy of the instruments.

68
Interview Guides
The interview guides reflect each research question and incorporated the six core
strategies from the conceptual framework to guide interviews from the multiple
participants. Each interview guide consisted of interview questions and corresponding
probes that were developed over the duration of several meetings. The three interview
guides (Appendix A) were utilized to conduct interviews to study the impact of online
classes on student achievement in an alternative education setting; the interviews were
conducted with a total of three individuals:
• Director of Businesses and Division Support Services
• Program Administrator
• Teacher
Structured interviews were conducted in 60 to 90 minutes with each participant.
Each interview contains a structured series of questions to develop a deeper
understanding of the research foci, which includes the use of online classes with at-risk
youth as in relates to student achievement, resource allocation, and organizational
capacity in an alternative education program. Follow up questions and e-mails were
allowed to provide clarification.
The interviews allowed for data collection regarding beliefs and perceptions about
the implications of online classes. The interview questions were developed and selected
because of their ability to allow for probing to bring out deeper clarification to the
questions (Creswell, 2003). The immediate limitation perceived with interviews in this
study was the researcher’s role in PAR-A may present bias in participants’ responses

69
(Creswell, 2003). Therefore, the researcher constructed open-ended questions that licit
genuine responses and are free of reflecting researcher’s values (Creswell, 2003).
The researcher used an interview protocol to record information during the
interview such as: a heading, instruction to the participants, the key research questions,
and space for the researcher to record reflective notes (Creswell, 2003). To ensure the
accuracy of the interviews, the researcher took reflective notes and used an audiotape and
later transcribes the interviews (Creswell, 2003).
Document Review Guide
The Document Review Guide (Appendix B) was designed to analyze existing
documents that relate to the research questions in the study. During the collection and
analyzing of the documents, the Document Review Guide was utilized to link data to the
research questions, the themes, and the conceptual framework of the study.
The data that were analyzed consisted of contextual documents and artifacts to
including PAR-A’s budget reports as it related to technology development to support
student achievement and organizational structure.
The researcher obtained PAR-A’s budgetary expense report for the past two
academic years to determine what percentage of the total budget was allocated to support
technology in the classroom in terms of staff-development, maintenance, and technology
purchases. Obtaining these documents enabled the researcher to construct background
information in relation to student academic history and organization’s decision making
strategies. Access to PAR-A’s budget was immediate and unobtrusive and saved the
researcher time and expense of transcribing (Creswell, 2003).

70
Data Collection Procedure
The data for this study were collected from August 2009 through December 2009.
Prior to any data collection, the researcher met with the Program Administrator to explain
and provide an overview of the purpose for this study and format of the data collection.
The researcher also asked that the Program Administrator to determine the process by
which he will allow the researcher to collect the data.
Data collection was conducted over a period of four months. Consent forms were
signed by all of those interviewed. Interviews were conducted at days and times
convenient for the interviewees. Artifacts were collected by the researcher over the four
month period.
Data Analysis
Creswell (2003) contend that the process of data analysis involves continual
reflection about the data to identify and describe emerging themes and patterns and
interpret the results as it relates to the focus of the research. The researcher sorted the
data depending on the group of participants: administrators and teacher. During the data
analysis the data from audio-taped interviews was transcribed verbatim and organized
categorically. The interview transcription was reviewed repeatedly to obtain an overall
meaning of the data. Then the data was coded for relevant themes relating to the research
questions.
The researcher will describe in detail the documents gather from PAR-A’s budget
report. The documents were reviewed and sorted using the Document Review Guide and
imputed into a spreadsheet in a effort to compare data to the other data that was collected.

71
The analyzed data was categorized in association with the research questions conceptual
framework. The Interview Guides and Document Guide were field tested for reliability.
Furthermore, the consistency of using the Interview Guides and Document Guide
protocols ensured reliability of the study.
The researcher analyzed the themes and offer an interpretation of the data as it
relates to the focus of the current study and included questions that need to be asked in
future studies.
Verification
To ensure internal validity, the following strategies were applied, as suggested by
Creswell (2003):
• Triangulation: data was collected through multiple sources by interview and
document analysis;
• Member checking: an on-going dialogue between the researcher and the
participants to ensure authenticity of the reported data;
• Rich, thick description: a detailed explanation and description was provide to
create a deeper understanding for the reader;
• Bias: the researcher has disclosed her bias at the onset of the study;
• Discrepant information: contrary themes discovered during data analysis were
discussed;
• Prolonged time: the researcher spent a three month period in the field to gain a
deeper understanding;

72
• Peer debriefing: dissertation chair, an editor, and Doctoral Support Center staff
served as peer examiners.
Summary
This chapter discussed the research methods that were used in the study, which
included a description of the research design, sample, conceptual frameworks, data
collection instruments, an overview of the data collection and the process that was used
in analysis of the data findings. The relationship of the research questions with the data
collection instruments was shown. In the next chapter the findings and analysis of the
research will be presented.

73
CHAPTER FOUR
Findings
Introduction
This chapter presents an analysis and discussion of the data collected and research
findings for each research question. The purpose of the study was to investigate the
implication of using online classes with at-risk students at an alternative education school
and the school’s allocation of staff and financial resources to promote educational
capacity and student achievement.
The data for the study was obtained through three structured interviews and from
Principal Administrative Region (PAR) budget documents. The researcher interviewed
Director of Businesses and Division Support Services at OCOS and Program
Administrator and Teacher-H at PAR-A.
One conceptual framework was utilized in conjunction with the research
questions to examine and evaluate student achievement in relation to allocation of
resources to implement online classes at an alternative education setting. The conceptual
framework suggested by Odden and Picus (2004) is an evidence-based model to promote
student achievement and organizational capacity. The authors propose that there are six
core strategies to revamp the school’s infrastructure for effective and efficient
educational program (Odden and Picus, 2004). The data obtained from staff interviews
and school documents were utilized to answer the following research questions in relation
to the conceptual framework.

74
1. How are online classes used in a county-operated alternative school program to
maximize student achievement?
2. How are financial and staffing resources allocated for the use and implementation
of online classes?
3. How are online classes used to promote organizational capacity?
Data for Research Question One
The first research question asked, “How are online classes used in a county-
operated alternative school program to maximize student achievement?” The interview
questions were designed from two of the evidence-based conceptual frameworks;
Recalibrate Goals to increase student achievement and Reinforce Achievement to provide
extended learning opportunities for struggling students. Structured interviews were
conducted with three participants utilizing the interview guides to understand how online
classes were implemented at an alternative education program to improve student
success. The data collected from the interviews were compared and coded to provide for
triangulation and deeper understanding.
PAR Goals to Promote Student Achievement
Students who are referred to OCOS alternative schools typically perform below
grade level. They have are behind in academic progress due to various reasons chief
among them are excessive truancies, multiple suspensions, or incarceration. Academic
goals are established for every student based on individual student’s performance level.
Teachers ensure that students are on track to accomplish their individual academic goals
by customizing the curriculum and providing appropriate school placement option. For

75
instance, a student in the 11
th
grade may only have 45 credits and read at a 5
th
grade level.
In the Contract Learning (CL) program the teacher creates an individualized learning plan
for the students to work toward completing specific subjects and earn credits. The teacher
selects standards-based curriculum that is appropriate for student’s reading and
comprehension level. In the Day School (DS) program the teacher implements
differentiated instruction for group of students who perform at various grade levels.
Students also have the opportunity to work on individual assignments during specified
classroom hours. Day School and Contract Learning teachers meet with each student
periodically to discuss future goals and create a detailed action plan to achieve their
goals.
PAR-A developed Expected Schoolwide Leaning Results (ESLRs) to clarify and
measure what all students should know, understand, and be able to do upon exit from
their program (Table 4.1). The ESLRs were identified based on the collaboration and
input of all staff, including teachers, Student Record Technician, school secretary, para-
educators and administrators over several staff meetings. The ESLRs are posted in every
classroom and integrated into daily classroom activity. According to the Program
Administrator “our teachers don’t think in terms of ‘oh I need to address this or that
ESLR’ their classroom structure, instruction, and student interaction is evident of how
ESLRs are integrated”. Teachers incorporate the ESLRs when they redirect student
behavior and reinforce classroom expectations and consequences.

76
Table 4.1
PAR-A’s Expected Student Learning Results (ESLRs)

Engagement Exhibit appropriate behavior, responsible self-control and
work successfully with others and resolve conflicts through
effective communication.

Learning Attain proficiency level literacy skills by communicating
effectively in reading, writing, and speaking.

Transition Acquire the ability to set goals and explore careers, become
informed, productive citizens and successful life long learners
beyond graduation.

The ESLRs are embedded into PAR-A’s school program and provide a regional
structure for student success. According to the Program Administrator, “we did not
specifically set out to align online classes to our ESLRs” the intention was to provide an
educational option for at-risk students, “but for us [PAR-A staff] ESLRs are not just a
poster on a wall, we believe in what we’re doing and it’s implemented effortlessly”. The
implementation of online classes ties directly to these ESLRs as another vessel for
student achievement.
Engagement: Students who are referred to OCOS alternative education programs
have typically been disengaged and non-participatory in their previous school and often
have a low level of interest in classroom assignments. Traditional school setting and
traditional delivery of instruction have failed to capture the students’ attention. Often
students demonstrate behavior problems in the classroom or are chronically truant in
order to avoid school and consequently fall further behind academically. The Director of
Businesses and Division Support Services stated the following:
…what’s important to us is by allowing all students to have a broader range of
opportunities to access our program. In a sense that most chronic truants don’t

77
attend school, they don’t have any interest in sitting in a classroom behind a
teacher so, online classes is a way to engage them in the learning process without
having to be in a presence of structured classroom everyday.

Accessibility to online courses promotes student engagement as compared to Day
School or Contract Learning model. For instance, in a Contract Learning classroom,
student attends school a minimum of one day a week for one hour. Occasionally, student
may miss their appointment, loose their assignment, and not complete the assignment due
to various reasons such as family issues, lack of transportation, or not understanding the
assignment. Per California Consortium of Independent Study, the student is considered a
truant under these circumstances. Teacher-H explained that students enrolled in an online
class can log-in to their account as many times as they need to complete an assignment.
This can be done at a time that is convenient for the student. Teacher can monitor
student’s progress and offer support and feedback prior to the assignment’s due date.
In a Day School classroom, a student may be disruptive and refuse to do any work
or simply walk off campus, warranting a suspension and missing more school days.
Online classes focus on student learning not student behavior. Teacher-H explained “the
computer doesn’t care who you claim [gang] or if you get suspended; your assignment is
always there for you and so is your teacher”.
PAR-A has provided a viable option for at-risk students by offering online
classed to promote student achievement and responsibility. Students enrolled in online
classes have access to curriculum and assignments outside the structure of school and
independent of classroom hours. In the Day School program students have to attend five
days a week for four hours each day on a fixed schedule. Contract Learning is a slightly

78
more flexible in that students can schedule the day and time of their appointment. In both
models, students are confined to structured time and location. Online classes provide a
much more flexible schedule and require a high degree of motivation and responsibility.
The Teacher-H confirmed that:
students don’t have to feel embarrassed about coming in and seeing the teacher
because they haven’t got their work done. They can email teacher ANYTIME
about their work, questions about assignments because they work at their own
pace, it holds them accountable without making them feel like they’re being
punished, it takes away all the excuses and puts the focus back on learning.

Accessibility to computer and internet was an issue that was considered prior to
implementing online classes at PAR-A. It was agreed by all interviewees that this is a
potential obstacle; however it is not a significant concern. Program Administrator
addressed this issue:
access to computer is not a limiting factor, students can do the work at the school
site…we have student computers at every site and Contract Learning students can
come in anytime, regardless of their appointment to work on their assignments.
We’ve found that most of our students have access to computers outside school
whether at home, a neighbor, a relative, or friend, our focus is mainly on
motivating them to actually do the work.

Student motivation is a determining ingredient in student achievement. Teacher-H
explained “you really need to know the kid [student], find out what they want, what’s
holding them back…and family dynamic is very important. We [school staff] try to build
a relationship with the kid [student], find out what he or she needs and try to motivate
them”. For instance, a teenage mom who dose not have child care will be more motivated
to enroll in an online class as oppose to having to come to school everyday. For others, it
maybe that they need to work full time to support their family and online classes is the

79
only option to earn credits and keep their job. Online classes have the potential to engage
and motivate students in working towards earning a high school diploma.
Learning: Online classes are designed to support student goals by individualizing
the curriculum and the assignment to meet the needs of the student. PAR-A’s Program
Administrator declared:
We only have DS and CL…well one model doesn’t fit all, two models don’t fit
all. We are not operating under the presumption that this model will be THE
model, we must have other options and online classes were a promising option.
We have a lot of older student seventeen and half year olds or older who don’t
have enough credits to graduate that need to be looking at other life options such
as getting a job, ROP, or trade programs. The online class helps them to be
connected to a school while they work on their course requirements until they get
old enough to attend Adult Ed. or get in a mind frame that they could finish this
[school].

Initially, online classes were only offered to the Virtual School Program at OCOS.
This program is designed for high achieving students who have voluntarily enrolled in
online classes for an accelerated academic experience. The curriculum is research-based
and rigorous for students who will pursue college degree and higher education. Students
in this program typically have the parental support, along with additional resources, to
master the requirements in a fast-pace, demanding school environment.
Recently, the Director of Businesses and Division Support Services has begun to
expand the idea of virtual schools to Community Schools within OCOS. He explained:
We looked at educational needs of the students in terms of their skills and
abilities. We have looked at existing courses that the Virtual School Program has
and we have basically taken those courses and modified them to some degree to
be able to meet the various learning modalities that the other students have.

Students who attend alternative schools often read significantly below grade level
and are behind in academic credits. The average reading level for students in PAR-A is

80
4.8, fourth grade, eight months. The existing online curriculum offered by Virtual School
Program is created for students who are at or above grade level. The Virtual School
Committee (VSC) was organized to develop standards-based curriculum at the reading
and comprehension level of at-risk students in Community Schools. This committee
consists of Director of Businesses and Division Support Services, teachers who were
interested in technology and implementing online classes, and the Principal from Virtual
School Program. The committee decided that each assignment should include short-clip
streaming videos and teacher-video demonstrations to enhance student learning and meet
the different learning modalities of at-risk students. The first type involves standards
based, short-clips of specific subject such as a science experiment or a historical event to
help the student connect to the assignment and develop a deeper understanding for the
subject. The second type of video is a teacher demonstration that shows a teacher solving
a Math equation or using a Venn diagram to organize a pre-writing activity. The video
clips and websites that are linked to the courses are carefully chosen to enhance the
assignment and address specific academic standards. Teacher-H stated:
It is like students have their own personal tutor; they can watch a video clip or a
teacher demonstration and email me at anytime. I usually get back to them
immediately, depending on when they send the email, and courses are geared
toward their learning level

The online courses “are not dummied down, they have more video clip content in
that they have more verbal explanation, the reading content is still there but it’s based on
something they [at-risk students] understand not at a college level”, Director of
Businesses and Division Support Services. There are currently six online courses that are
offered to at-risk students.

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The VSC Committee is responsible for creating a framework of operation that is
the same across all curriculums and is student-user friendly. According to the Program
Administrator “students at Virtual School Program may go through multiple hurdles
before they stop or ask for teacher help…our students [at-risk students] may go through
one or two hurdles before they stop or give up”. The Virtual School Committee
collaborates with OCOS Technology Committee to create a “hurdle-free” online
program. Although, there will always be unforeseen obstacles, the Director of Businesses
and Division Support Services explained “…we want the students to have a positive
experience and feel successful” with using online classes. All six courses were modified
and are easy to navigate to meet the needs of at-risk students who typically have no
parental support and very limited resources.
Transition: The achievement goal for students in an alternative school setting can
be categorized into the following: return to district school, employment, Regional
Occupation Program, graduation, military service, or transfer to adult education. Online
classes provide an opportunity for at-risk students to develop effective communication
skills to make a successful transition from OCOS to other organizations. Online classes’
hidden curriculum helps students develop skills that are essential for this global and
economic climate. The Program Administrator acknowledged:
…we are preparing students to have the skills necessary to be successful,
independent adults…each student will take a different route life…our DS and CL
program along with online classes offer students not only math, English, history,
or computer skills…they are also critical thinking, problem solving, how to
correspond with teacher and others in a professional manner and get their point
across…

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Online classes are also designed to increase student ownership and responsibility.
Teacher-H stated “they are learning to follow through with their commitments, no matter
what, no excuses!” Learning to take responsibility for their own academic success is an
important experience for at-risk students. They have often experienced failure and out of
control in their lives due to extreme circumstances. Online classes can potentially
increase student motivation and self-esteem and propel the student forward beyond the
school boundaries. Students learn organizational and communication skills that are
essential to any occupation or personal success. They acquire the ability to prioritize and
problem- solve to become independent, successful adults.
Implementation of Online Classes and Student Learning Outcomes
The Program Administrator mentioned that implementation of online classes is a
relatively new practice in PAR-A. This program started about a year ago as an
experiment to determine if an online instruction was viable option for at-risk students.
The goal was specifically set by the Program Administrator and Teacher-H who had
expressed interest in implementing this program and used other forms of technology
regularly with his CL students.
Initially, only eight students were selected to participate in online program based
on their previous academic performance and interest. Students were enrolled in either a
Math or English Language Arts course. These courses were offered by Virtual School
Program and were not modified for at-risk students. It was soon discovered that students
had difficulty interfacing with the system. The Program Administrator revealed “the
assumption that students are computer and internet savvy, that they can look at any

83
screen and find out where the hot areas are…is inaccurate”. The Director of Businesses
and Division Support Services concurred that “students don’t have a natural intuition to
be able to navigate through an online course just because they know how to surf the web
or send text messages” similar to any other curriculum, maneuvering through an online
class must be taught.
In addition to system interface, the assignments were cumbersome, rigorous and
the pacing of the assignments was too fast for those students. Six of the eight students
completed the course. Two students opted out of the course and stated that the courses
were too difficult. Only one student decided to take additional online courses. The rest of
the students found the courses to be too challenging and did not wish to continue with
online classes. Teacher-H also reported that students did not communicate with him when
they needed help with an assignment or took longer than allowed to complete their work.
He also noticed that students became easily frustrated when they did not know or
understand a computer feature.
The following semester the Program Administrator and Teacher-H decided to
offer elective courses such as Physical Education, Health, and Drivers’ Education.
Twenty-three students enrolled in one of the three subjects and 18 students completed the
course. All 18 students reported to Teacher-H that the courses were not difficult but
initially maneuvering through the system and understanding the course features was a
struggle. The five students who did not complete the course were either incarcerated or
transferred to a different school.

84
It was soon decided by all the Program Administrators and the Director of
Businesses and Division Support Services that in order for students to successfully
complete an online course, changes had to be made to the structure of the program. Two
significant changes were implemented. First, students had to take Computer Literacy
Course for their first online class to develop basic computer skills and be familiar with
the format of online courses. Second, the Virtual School Committee was established to
modify existing courses from Virtual School Program for at-risk students in Community
Schools.
In summer of 2009 school year, nearly 60 students participated in the online
program at PAR-A. All 60 students participated in an online course orientation presented
by the Teacher-H at the time of enrollment. All students were enrolled in the Computer
Literacy Course to provide an introduction of computers and a “how to” model of
navigating through an online course. Almost all students completed this course.
A significant factor was revealed from all three interviews that defined the
essence of “student success” at OCOS alternative schools. In traditional schools, student
success may be measured by Grade Point Average, participation in extra curricular
activities such as sports or drama, scholarship recipient, college acceptance, and
graduation. Student success in OCOS alternative schools are as individual as the student
population they serve. For instance, “course completion, regardless of the grade, is
considered an accomplishment for a student who is 16 years old and has failed all courses
at a previous school”, Program Administrator. For some students missing school only 2-3
times a month as oppose to not attending and being a chronic truant is a tremendous

85
success. For others, success is determined by improving reading skills from 4
th
to 6
th

grade reading level. Program Administrator acknowledged that:
OCOS alternative school program is designed to meet the needs of every student.
Now, I’m not saying that ‘one size fits all’ but we’re flexible and accommodating
in trying to address the particular needs of our students. We have the kind of
flexibility in our program that traditional school don’t…they [traditional schools]
have a model that fits certain type of students. We can individualize our program
to help the student reach their goals…what ever they may be.

Online classes are flexible in that they are designed to be live documents and
allow the teacher to modify the assignment based on students needs. The framework of
the courses cannot be altered; teachers can supplement student assignment to make the
course more challenging for a student who is advanced or include additional support
materials to remediate student learning. This feature allows teachers to have an academic
freedom to design curriculum and assignment specifically for each student.
Online classes expose students to materials beyond a textbook. It is “a curriculum
encyclopedia” that guides the students’ learning beyond a traditional book or a traditional
classroom, Teacher-H claimed. The online courses designed by Virtual School
Committee allow the students to work at their own pace. The teacher monitors the
student’s progress to help the student stay on task and facilitate the next step in the
process. He also expressed that students in online classes actually spend more time-on-
task than in traditional classrooms:
Our students have tend to have a very short attention span so, they might work on
their online assignments in 15 minutes intervals…add 15 minutes here, 15
minutes there, before you know it the student might have spend 6 hours working
on an assignment. [You] could not get that much work out of them in a CL
classroom and defiantly not in a DS classroom, even if they came to school from
9-12. They may be disruptive, distracting other students, or just sit there refusing
to do any work.

86

The limitation of the online courses created for at-risk students, is that they are
designed for EL students who are at Intermediate or above on their California English
Language Development Test scores. Program Administrator revealed that EL student
who are below Intermediate have found the online instruction and the process challenging
to navigate. The Virtual School Committee will be working on creating an English
Language Development course in the near future.
A possible challenge with online classes can be the disconnect between student
and teacher. Teacher-H explained that this maybe the case for students who are advanced
and very independent and take all their course requirements online, similar to students at
Virtual School Program, and they require very little teacher interaction. Currently, that is
not the situation with the student population that he serves. Students who are enrolled in
online classes also have a CL appointment that requires them to come to school at least
once a week. He has “face-to-face” interaction with all his students. The blended model
of online classes and one-on-one interaction with the teacher seems to be effective with
at-risk students. Teacher-H claims that most students’ attendance and work completion
has improved with this model of instruction. Additionally, there are only six courses that
have been approved by the committee to be used with students in Community Schools;
therefore, students are limited in the courses they can take online and they continue to
participate in CL program to complete other course requirements.
Furthermore, there is currently only one teacher in PAR-A who utilizes online
classes consistently with his students. Teacher-H is an experienced teacher in both DS
and CL program and has a keen interest in technology. He is also extremely skillful in

87
implementing various technological programs and tools with his CL students apart from
online classes. He uses technology for student assessment, record keeping, and student
CL assignments. Program Administrator explained that initially other teachers expressed
interest but for various reasons such as challenging courses, student transfers, and teacher
reduction have ceased to continue in the program. He also explained:
Not all teachers are comfortable with using technology or they don’t use it in its
full capacity. I’m not going to push this [online classes] on them since it’s not
fully developed. My goal is, once the staffing issue is resolved, to identify more
teachers who are interested in utilizing online program and gradually roll it out to
the other teachers across the region.

The Program Administrator and the Director of Businesses and Support Services
both acknowledged that teacher interest and skill level influences the degree of
technology usage in the classroom.
The data revealed that PAR-A has established clear student goals and provides
flexible programs to meet the individual academic needs of students. Online classes
provide an additional prospect for at-risk student to develop essential academic and
personal skills to transition into other institutions.
Data for Research Question Two
The second research question asked, “How are financial and staffing resources
allocated for the use and implementation of online classes?” The structured interviews in
conjunction with four of the six core strategies were used to address the allocation of
financial and staffing resources for implementation of online classes. The re-engineer
framework provided basis for data collection regarding the school’s strategy to
effectively utilize existing resources to implement online classes. Retooling of school’s

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technology lens provided information regarding accessibility of technology for students
and teachers. Additionally, re-design teacher development and restructure teacher
compensation provided information on school’s staff development opportunities and
skills-based compensation system as it relates to evidence-based model. Also, PAR-A’s
technology expenditures from 07-08 and 08-09 school years were reviewed to draw a
parallel between implementation of technology and allocated funds to support technology
in the classroom.
Personnel for the Delivery of Online Classes
OCOS provides multiple trainings and in-service throughout the year in
collaboration with the County Department of Education. Professional staff can participate
in any of the offered trainings that support professional and personal growth. OCOS
implements the “trainer of the trainers” model to deliver professional development for
trainings that are relevant to all professional staff. In this model, selected teachers from
all PARs participate in the training with the caveat that they will be the lead trainers in
their perspective PARs. The Director of Businesses and Support Services explained the
challenge of providing a massive staff development for all regions:
the problem with outside consultants is that it is extremely difficult getting all
staff scheduled to come in for a centralized training…we have nearly 400 staff
and we would have to pay a person [outside consultant] for a whole month to train
all staff….it is difficult when you start dragging out the training and you have the
trainers from an outside vendor going from site to site…it becomes very
expensive.

OCOS found that “trainer of trainers” model is more cost effective, for certain
staff developments, than a centralized training by an outside vendor. Centralized training
requires either closing the school sites for a day or hiring substitute teacher for several

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days. Either scenario depletes school’s already limited budget. PAR-A’s Program
Administrator confirmed that “the trainings or staff developments are mostly in the
afternoons…the DS students have already been dismissed and CL teachers can
reschedule their afternoon students, so no substitutes are needed”. Although each PAR
has three, non-student, staff development days, OCOS tries not to encroach on those days
by offering this alternative.
According to the Director of Businesses and Support Services, “trainer of
trainers” model is more efficient, especially when training teachers on technology, than
training from an outside vendor. He stated:
Some people [teachers] are very reluctant to use technology, they are either afraid
of it or lacking knowledge…when you put somebody next to them who is using it
[technology] they think ‘that’s pretty cool, I can try that’ and they ask their
colleague, their buddy to show them how to use it

Teacher-H concurred that teachers contact him periodically with various
technology questions, “I think they feel more comfortable calling me than contacting
admin…plus technology is something you learn hands-on not just by going to one day
training”. The Director of Businesses and Support Services acknowledged that teachers
must acquire certain aspects of technology and standards in order to implement
technology in the classroom and provide adequate support for students using technology.
He included that the Instructional Technology Committee members are participating in
California Technology Assistance Project (CTAP) to become certified in various aspects
of computer literacy. The certification requires the completion of a specific module
followed by a proficiency exam. This committee consists of interested teachers from all
PARs, who happen to be the same individuals who participate in Virtual School

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Committee, and their objective is to certify other teachers in the specific module. This is
a slow process since it take nearly six months to complete a module and many changes
has taken place within the organization during this time.
OCOS implemented the “trainer of the trainers” model to train staff in online
classes. A lead teacher from Virtual School Program was selected to provide training to
four teachers from different PARs. The training consisted of three days of hands-on
instruction. PAR-A’s Program Administrator asked Teacher-H to schedule his students to
a different day so he could attend the training. Since his students are in CL program, the
change in their school appointment did not have direct impact on their academic progress
and also did not affect student ADA. This is a common practice for CL teachers who take
one day off for school and personal business. Furthermore, PAR-A did not hire a
substitute teacher for the training days, therefore, there were no cost to PAR-A’s budget.
PAR-A will pay for staff development opportunities outside of OCOS and provide
substitute coverage if the training is longer than two consecutive days. The lead teacher at
Virtual School Program and the teachers who attended the training did not receive any
stipend for attending and participating in the online program nor will they receive
compensation for training other teachers. This committee meets once a month to discuss
further plans to expand the online program.
Teacher-H included that the teachers who attend the trainings know each other
very well since they serve on the same committees and feel “comfortable calling each
other if we get stuck [online classes]”. He also stated:
we all use computers and technology not just at school but at home too…it’s a
hobby so, this [online classes] isn’t overwhelming…the hard part is training

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teachers who are not interested in computers or have very limited skills and not
getting a stipend for this extra duty…I understand the financial crunch that we’re
under right now so I’m not expecting a reward, I volunteered, but down the line I
would like to be compensated for my extra responsibilities.

The Program Administrator and the Director of Businesses and Support Services
both agreed that teachers who perform tasks above their professional duties should
receive a stipend for performing those duties. The Director expressed that as online
classes become fully developed the need for lead teachers who will perform additional
responsibilities in each PAR will become more eminent. His vision is that the lead
teachers will take the responsibility of creating curriculum, training staff, and be “the go
to guy” at their perspective PARs. Their duties will include essentially the same function
that they are currently performing at a larger scale. Teacher-H is the only teacher who is
using online program at PAR-A and once this program is fully developed he will be
responsible for training 46 teachers.
Funding Directed for Online Classes
Each PAR receives its funding based on projected student Average Daily
Attendance (ADA). Program Administrators allocate their budget based on student and
program need. OCOS pays for personnel salaries and benefits from the general fund prior
to distributing PAR budgets. Approximately 80% of the PARs’ budget is spent on
textbooks and supplies. PAR-A’s technology expenditure for 07-08 and 08-09 school
years revealed that nearly 10% of the total budget, including general fund and
discretionary fund, was spent on new and supplemental materials to support and maintain
their technology equipments. These equipment included Mimio-pads, printer cartridges,
docu-cams, OMNI forms, laptops, printers, and SMART-Boards. The Director of

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Businesses and Support Services oversees the Technology Service Department and they
are responsible for computer upgrades, software and hardware replacements. The
expenditure for maintenance is deducted from the general fund prior to PAR budget is
released. He stated “we want to make sure that our equipment is current…we’ll set aside
a quarter of our money every year to replace computers that are old and obsolete”. OCOS
currently maintains a robust infrastructure in terms of fiber optics, teacher computers,
student computers, software, and hardware.
PAR-A has computer labs at every school site with the exception of one school
that is a single-teacher site and it has two student computers. The internet accessibility
and computer programs are monitored and services closely by the Technology Service
Department. PAR-A and other community PARs are utilizing the existing interface
license, through Virtual School Program, to obtain access to online programs. Moreover,
PARs are utilizing the service of para-professionals at Virtual School Program to grade
students’ written assignments. Other online assignments are corrected and tabulated by
the online program. PAR-A has eight para-professionals for its ten school sites. Two of
the para-professionals split their time between two school sites. The volume of student
enrollments and additional responsibilities allows very little time for para-professionals to
grade students’ assignment. Most teachers grade their own students’ work or allow a
student-aid to correct specific assignments.
The implementation of online classes has no additional direct cost to PARs’
budget at this time. As the online program for Community Schools expands, the number
of students who participate in this program will also grow. The existing interface licenses

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will no longer be able to support the increase volume of student enrollments and perhaps
additional para-professionals may need to be hired to grade students’ written work
samples. Program Administers are aware of this challenge and are working with the
Director of Businesses and Support Services to attain additional funds through American
Reinvestment and Recovery Act (ARRA) and Enhancing Education Through Technology
(EETT) grant to support the online program.
Decisions for Resource Allocation
OCOS holds monthly staff meetings with the Leadership Team which consists of
Program Administrators, Principals, Assistant Principals, Directors, Managers, Special
Education, Technology Services, and Student Support Services. The agenda for the
meetings include staff and budget updates, PAR news, and program development. Staff
participates in discussion and share their perspective on impact of a new program on the
organization and student achievement. Based on group consensus, an initiative is created
to implement the new program and further discussion is held in the Balance Score Card
(BSC) meeting. The BSC meeting is process to implement an objective for program
improvement, create benchmarks, and measure the progress. A department or a group of
interested individuals may take the responsibility of implementing the initiative. The
information is updated on an internet based data system for the Leadership Team to
review. The BSC team will review the progress periodically to ensue progress and
accountability.
The Director of Businesses and Support Services holds bi-monthly meetings with
the Instructional Technology Committee to discuss new programs, budget information,

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and assess the need for future technology support. The Director provides the committee
with guidelines and limitations of grants or discretionary funds. The committee discusses
the direction of the spending based on student and program needs. The Director has the
final decision on funding allocation. The outcome of the meeting is shared with the
Leadership Team.
PAR-A’s Program Administrator holds monthly Site Liaison meetings to share
and discuss the outcome of the Leadership Team and BSC meetings with the lead
teachers from every school site in his region. The lead teachers are responsible for
sharing the information with the other teachers at their school site. The Program
Administrator stated: “I want our teachers to feel empowered and involved in this
process…they are the ones who are in the trenches…everyday with students, and they
need to have correct and current information to make decisions that will impact the kids
[students]”. He and the Assistant Principals visit school sites daily to connect with the
teachers to address their questions or concerns. They engage in professional and personal
conversations. He stated “a lot of what we do is based on the relationship we have
established with one another…it’s those relationships that keep an organization together”.
Teacher-H concurred that he feels that his administrators respect his input and he feels
comfortable stating his opinion “even if it’s contradicts what admin is telling me”. He
feels that decisions are generally centered on program improvement and student
achievement but he also admits that the recent budget crisis has impacted the direction of
the program.

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The implementation of online classes was a fluid, collaborative decision making
process. PAR-A’s Program Administrator and Teacher-H have had several discussion
concerning online classes. Program Administrator shared this idea at Site Liaison
meetings to acquire input from all teachers. Teacher-H was the only teacher who
expressed great enthusiasm to start this program. This idea was also presented to the
Leadership Team and all members agreed that it was an important concept for OCOS
community and institutional programs to explore although; some of the institutional
programs may have limitation on how they can use this program due to strict probation
guidelines. The Principal at Virtual School Program was also onboard with providing the
blueprint and additional staff services to start the online program in community schools.
More importantly, four teachers volunteered to spearhead this program and display great
enthusiasm and commitment to increase student achievement.
The collective data from the interviews revealed that OCOS has established a
culture of open communication where professional staff feels valued by their
administrators and the organization. Decisions are implemented due to shared vision and
commitment to student achievement. The Principal at Virtual School Program openly
shared her resources with other PARs for program improvement and to create additional
learning opportunities for at-risk students. Teachers volunteered to start a program and
train other teachers, without a monetary incentive, based on their dedication and
responsibility to student advancement. The staff buy-in and commitment to execute a
decision can be linked to staff appreciation by leadership unit.

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Budgetary resources are allocated based on program improvement and student
needs with future-focused planning. This organization is constantly exploring other
resources to supplement and expand its current education infrastructure. OCOS strives to
be efficient by utilizing existing budgetary and staffing allowance to implement the
online program.
Data for Research Question Three
The third research question asked, “How are online classes used to promote
organizational capacity?” All six core strategies serve as a foundation for this research
question. Data collected from previous interview questions help explain the strategies
used by OCOS and PAR-A to maximize capacity. Considering the many drastic changes
that have recently taken place such as severe revenue reduction and decrease in student
enrollment, OCOS is exploring options to sustain its already declining programs. It
seemed appropriate to utilize the re-engineer school framework to determine the
effectiveness of funding and staff allocation to sustain alternative education program
using online classes to increase organizational capacity. Structured interviews using
interview guides were used in relation to one of the six core strategies form he conceptual
framework which was the basis of this research question.
In this economic turmoil and uncertainty, the “bottom-line” is the driving force
behind any organization. In the past several years OCOS has been affected by the budget
crisis that is haunting the nation. The severe revenue reduction has forced some school
districts to retain students longer and only refer students to OCOS programs in extreme
circumstances of expulsion or students who are 17 years old and older. The decline in

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student referrals naturally decreased the number of classrooms and school sites across
OCOS. In the past two years, PAR-A has closed one school site and reduced 11
classrooms and 26 long term substitute and Temporary Contracted teachers have been
released from their positions. The reduction in classrooms resulted in a drastic change in
PAR-A’s educational program from 60% Day School and 40% Contract Learning to
30% Day School and 70% Contract Learning. Teachers’ rosters also increased from 21 to
25 in Day School and from 38 to 43 in Contract Learning. The increase in roster size
resulted classroom reduction and less Day School program options. The structure of
Contract Learning also changed due to the reduction in Day School classes. Nearly 70%
of Contract Learning students are on a “learning lab” model where they attend school 2-3
times a week and stay for 2-3 hours each day. According to the Program Administrator
and Teacher-H, the “learning lab” model has shown to be an effective alternative to DS
however; the record keeping and maintaining current student folders has proven to be a
challenge for most teachers. There maybe more budget cuts in the new school year and
the looming concern for the interviewers are the commitment to continue to provide
quality program for at-risk students, reduction in facility cost and infrastructure, and
preserving the integrity of the OCOS programs.
An in depth assessment of these topics are beyond the scope of this research
study, however the interviewers provided insight as to how the implementation of online
classes can alleviate some of these concerns.

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Quality Program for At-risk Students
The OCOS educational programs have changes considerably in the past several
years. For the first time, OCOS programs received a six-year Western Association of
Schools and Colleges (WASC) accreditation in 2004 school year. In prior years, county-
operated alternative schools were not required to be WASC accredited. The process of
this self-study created a movement towards standards-based curriculum, evidence-base
instructional practices, and improvement in student assessment. The culture of OCOS
changed from passively containing students to actively engaging students in learning and
individualizing educational options to meet the needs of students.
The shared vision of OCOS professional staff is to prepare students to become
productive members of society. This vision has a different outcome for every student but
for most OCOS students, the goal is to obtain necessary skills to acquire a job. According
to Teacher-H:
we have to consider the demands of our society…what skills students must have
to enter the job force, skills they need to be successful…most of our students are
not college-bound, they need to get a job to support their families

The consensus among the three interviewers was that computer literacy is a function
required for most occupations and online classes provide the opportunity for students to
acquire this skill.
Online courses created for at-risk students in the Community Schools are
designed to meet the academic needs of low-performing students. The courses are
standards-based along with visual aids to support student learning. The Program
Administrator asserted that:

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…our goal for the online courses is different than just a multiple choice at the end
of an assignment…we want to have rigor even though the reading material may
be at a lower level…the courses require short written responses, along with
essays, the difference maybe that our students [at-risk students] may use limited
vocabulary or simple sentence structure but the goal is improve on their skill set
along with teaching them about computers and technology

Teacher-H included that students referred to OCOS alternative programs usually
have a defeatist attitude “they’ve been unsuccessful in school for so long, they’re beaten
down and have lost their zest for learning, they could careless about school”. He stated
that initially most student do not want to try anything new especially anything that has to
do with computers. Once they get familiar with basic computer functions and understand
the expectations, they are less resistant in taking an online class. He acknowledged that
students who take an online class boast to their fellow classmates and take pride in the
fact they have computer skills. Online classes have the potential to increase student
learning, improve computer and internet skills, and give students a sense of success and
accomplishment.
The potential benefit of online classes for quality program is two fold. First,
online classes provide a flexible program to students who face extreme circumstances and
may otherwise drop out of school. These students may be considered unreachable but
through online classes they can have access to curriculum and stay connected to school
and their teacher. Online classes provide accessibility to information beyond a textbook.
Students’ learning experiences can be enhanced by multiple media to gain deeper
understanding of the subject matter. The curriculum can also be modified by the teacher
to challenge or remediate student’s learning. Second, students who take online classes
increase their computer literacy skills by learning basic computer commands and the

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ability to solve problems. Teacher-H stated “students learn not to give up so quickly and
ask for help” and be persistent to find a solution. Corresponding with their teacher
supports the development of effective communication skills. Teacher-H confirmed that
students typically send him an email “wanting an answer” instead he directs them in the
right track “so, they can seek out the answer for themselves”. Online classes can help
improve critical thinking skills and foster students’ ability to be successfully independent.
Reduction in Facility Cost and Infrastructure
The recent decline in ADA revenue and additional budget reductions has greatly
impacted the professional staff at OCOS. In the past couple of years several teachers and
support staff have been released from their positions. The future is uncertain and there
may still be additional budgetary and staff reductions. These changes will translate in the
classroom setting and can potentially have an adverse effect on student achievement and
will change the infrastructure of OCOS program.
The Director of Businesses and Support Services stated: “as an organization we
need to be fiscally responsible…we’re constantly looking at cost saving measures”. One
cost saving factor is the implementation of online classes. Every year several thousands
of dollars are spent on textbooks. The books get damaged, lost, and eventually need to be
replaced as the contents become obsolete. Additionally, hard-bound books are bulky and
heavy and take a lot of space in classroom storage. In PAR-A most student are not
allowed to take textbooks home for the reasons that they usually end up lost or graffiti
and they are very expensive to replace. Day School students leave their books in the
classroom and Contract Learning students can take a photocopy of the section of the book

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to complete their assignment at home. With online classes students have access to
curriculum without any limitations. Additionally, the implementation of online classes
could reduce the use of copy paper, toner, and the cost copier maintenance over time.
All course content and materials are available to students enrolled in online
classes. Publishing companies are also making their textbooks available online along with
additional web links to augment the content. Course contents are always accessible and
can easily be updated. The license fee, uploading new curriculum content and technology
maintenance is a fraction of the cost of purchasing textbooks. The Director of Businesses
and Support Services acknowledged that the process of “100% online” will take a
considerable amount of time and that OCOS will still need to purchase textbooks for
students who best perform with traditional materials.
The implementation of online classes can reduce the leasing cost of building and
facilities. OCOS leases office space for community school programs in business and
commercial shopping centers. The lease for an office space can be very costly depending
on the location and the size of the office. Additionally, there are strict guidelines for
school sites that occupy a business center. Online classes can be structured in much
smaller office spaces with enough space for a computer lab especially if most of their
textbooks are online.
Furthermore, smaller office spaces require less maintenance. The Program
Administrator explained:
…take for instance the Cypress site, this is the single teacher site with 40 students,
in the past five years that I’ve been the Program Administrator in this region,
there has never been as issue with student bathroom plumbing, graffiti, or

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property damage…I contribute some of that to the teacher supervision but a lot
has to do with the smaller site and less student traffic.

He explained that on average his PAR spends $200 to $550 dollars per month for
bathroom repairs due to students’ mischievous conduct at school sites with multiple
teachers and 145 to 160 students. The implementation of online classes could
considerably reduce the foot traffic in half and preserve the esthetics of the building.
Online classes can increase student safety and decrease the number of student
suspensions. Students who attend OCOS schools are typically involved in gang activities.
These types of activities escalate when students are confronted with an opposing gang.
There interaction almost always results in a physical altercation on school site which
jeopardized the safety and security of all students and the teachers. Student enrolled in
online classes will have less interaction with opposing gangs and spend more time on
school assignments.
Online classes can potentially be a cost effective measure that will preserve the
quality of educational program and create a safe environment for student and staff. The
savings from textbooks expenditures, building leases and maintenance could possibly
support additional teachers, support staff, and other instructional resources. The
interviewers agreed that this cost saving strategy commands time to be fully developed
and requires the buy-in from all staff to be properly implemented. They also agreed that
online instruction is not appropriate for all students and there still be a need to have
facilities where Day School and Contract Learning students can attend daily.

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Integrity of OCOS Programs
The goal of the OCOS organization is to grow and to provide additional
educational services, despite the budget reduction. There continues to be dialogue and
discussion among the Leadership Team regarding program expansion and growth. The
Director of Businesses and Support Services stated: “we’re collaborating with our
community partners to expand our program and extend our facilities beyond the school
hours”. One prospect of the community programs is utilizing the schools’ computer labs
to teach computer literacy to students’ parents. The objective would be to increase
parental involvement and teach basic computer skills. The Program Administrator
explained:
Many of our parents [students’ parents] are intimidated by our school system, for
various reasons so; we’ve held Open Houses and Parent Nights to explain our
school system, our expectations, how they [parents] can help…to demystify the
school system so they feel comfortable to ask questions and stay connected with
their son’s or daughter’s education

The challenge with extended community programs is to identify qualified teachers who
would take the responsibility of teaching an evening class and encourage parents to
attend the class. Furthermore, a stipend needs to be offered to teachers who agree to lead
this new assignment however, the current financial strains do not allow for any additional
spending.
The success of OCOS programs has mostly been established from the relationship
with the referring districts. Program Administrator acknowledged:
The districts trust our program and refer students to us because they’ve seen
results. We have a responsibility to the student, the parents, and the district to
offer a quality education to low-performing students and provide current
curriculum and skills that’s compatible with district and the job force

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Computer literacy is the cornerstone of our global economy. Online classes offer the
prospect to students to attain the skills and transfer their knowledge to other aspects of
their academic, personal, and professional careers. The Director of Businesses and
Support Services expressed that the organization has a responsibility to the professional
staff to offer new instructional strategies and keep the teaching profession current. Many
teaching credential programs are requiring the future educators to take an online
instruction course prior to completing their credential.
Summary
This chapter provided a review of the findings, analysis, and interpretation of the
data collected for this study. The data was analyzed and presented evidence to answer the
study’s three research questions. Included in the finding was an analysis of how online
classes were implemented in a county-operated alternative education program in terms of
financial and staffing allocation. The discussion addressed the three research questions in
the context of the conceptual frameworks. The study is summarized in Chapter Five with
conclusions, recommendations, and suggestions for further study. Online classes can
increase organizational capacity by expanding the potential of existing resources and
reducing the cost of the program infrastructure.

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CHAPTER FIVE
Summary, Conclusion, and Implications
Overview of the Problem
NCLB set forward an education reform to improve the existing academic
standards and increase student achievement. Consequently, the high academic rigor and
accountability impacted many minority and disadvantage students who are poorly
prepared by their earlier school experiences (Watson, 2007). Current national and
international statistics indicate an overall decline in student achievement and the dropout
rate, particularly among minority and low economic students.
Students who are at-risk of academic failure as defined by excessive truancies,
multiple suspension and suspensions of serious nature, pregnancy, and poor grades are
referred to as alternative education programs (Cardon, 2000). Alternative education
programs face a challenging task to remediate students’ academic skills and prepare them
for a competitive work-force. Today students must not only master core curriculum
standards, they must also master computer literacy as they will compete in a high-tech
global economy. Businesses rely heavily on technology to increase productivity and their
profit margin (Watson, 2007). Schools are responsible for delivery of technology rich
environment to prepare students for this business market.
Research has indicated that technology, when applied correctly, is an effective
instructional strategy with at-risk students. In the past a few years, online classes have
shown promise in both challenging advance students to higher academic rigor (Watson,
2007) and also providing individual support to students at-risk of failure (Tucker, 2007).

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In determining the use of online classes with at-risk students it is important to
alternative schools to evaluate their utilization of both human and financial resources.
Since alternative schools already face a challenge of educating students who are behind
in academic progress, they must consider if online classes will have an impact to increase
student achievement.
Purpose of the Study
The purpose of the study was to examine a county-operated alternative school
program and its implementation of online classes with at-risk students to deliver
instruction and promote student achievement. The study also examined how financial and
staffing resources are distributed to support online classes. The study sought to further
determine the extent to which this school is aligned with an evidence-based model for
efficient and effective school programs.
Research questions guiding this study are:
1. How are online classes used in a county-operated alternative school program to
maximize student achievement?
2. How are financial and staffing resources allocated for the use and implementation
of online classes?
3. How are online classes used to promote organizational capacity?
Methodology
The methodology used in this study was qualitative, descriptive-analytic case
study. These methods provided the means to do an in-depth study and analysis of the
academic success of at-risks students participating in online classes in an alternative

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education school setting. Interviews were conducted utilizing interview guide to convey
the details of the study through the viewpoint of the participants. In addition, existing
documents were analyzed using a document guide to collect data related to the study.
Both the interview guides and document review guides were designed on the basis of the
research questions and themes of the study aligned with a conceptual framework.
Sample and Population
This descriptive-analytic case study was conducted in Orange County
Opportunity School (OCOS) that is administered by its local Department of Education
Division of Alternative Education in Southwestern United States. The OCOS programs
are Western Association of Schools and Colleges (WASC) accredited and provide
educational services at approximately 140 school sites to over 18,000 students per year in
its Alternative Education, Correctional Education, and Adult Correctional programs. This
county-operated alternative school program is unique in that it has been in operation for
more than fifty-years and its educational philosophy and programs have continued to
evolve to meet the students’ needs and reflect the current educational trends. Most
importantly, it is considered to have characteristics that contribute to effective alternative
education program (Quinn, Poirier, Faller, Gable, and Tonelson, in press). The OCOS
programs provide year-round, K-12 educational opportunities to local school districts,
correctional institutions, and parents.
Each of the above programs provides various educational options throughout
Orange County. The focus of this study was Alternative Education program. Alternative
Education program includes Community Schools and Home Schools options for districts

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and parents. Local school districts refer students to Community Schools for various
reasons chief among them are truancies, expulsions, and court records. The students who
are referred to Community Schools are considered at-risk and academically perform
below their grade level. This study was conducted at one Community School sites in the
Alternative Education program. One Director, a Program Administrator, and one teacher
were selected for the interviews.
Instrumentation
The research team included eleven Ed.D. graduate students involved in a thematic
dissertation group from the University of Southern California and one faculty advisor, Dr.
Lawrence O. Picus. The team selected the conceptual frameworks for the study, through
a collaborative process. Dr. Picus led a six-week seminar in the summer of 2006 in which
the conceptual frameworks and data collection instruments were developed by parallel
dissertation team members using relevant comprehensive school reform literature as the
underlying basis. The graduate students constructed the final instruments and worked in
collaboration with the research team to fine-tune the data collection instruments.
Data Collection
The data for this study was collected from August 2009 through December 2009.
Prior to any data collection, the researcher met with the Program Administrator to explain
and provide an overview of the purpose for this study and format of the data collection.
The researcher also asked that the Program Administrator to determine the process by
which he will allow the researcher to collect the data.

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Data collection was conducted over a period of four months. Consent forms were
signed by all of those interviewed. Interviews were conducted at days and times
convenient for the interviewees. Artifacts were collected by the researcher over the four
month period.
Data Analysis
Creswell (2003) contend that the process of data analysis involves continual
reflection about the data to identify and describe emerging themes and patterns and
interpret the results as it relates to the focus of the research. The researcher sorted the
data depending on the group of participants: administrators and teacher. During the data
analysis the data from audio-taped interviews was transcribed verbatim and organized
categorically. The interview transcription was reviewed repeatedly to obtain an overall
meaning of the data. Then the data was coded for relevant themes relating to the research
questions.
The researcher will describe in details the documents gather from PAR-A’s
budget report. The documents were reviewed and sorted using the Document Review
Guide and imputed into a spreadsheet in a effort to compare data to the other data that
was collected. The analyzed data was categorized in association with the research
questions conceptual framework. The Interview Guides and Document Guide were field
tested for reliability. Furthermore, the consistency of using the Interview Guides and
Document Guide protocols ensured reliability of the study.

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The researcher analyzed the themes and offer an interpretation of the data as it
relates to the focus of the current study and included questions that need to be asked in
future studies.
Summary of the Findings
The evidence-based conceptual framework model by Odden and Picus (2006)
guided the research questions. Six core strategies from the model served as the
framework for the research questions: recalibrate goals, re-engineer schools, redesign
teacher development, reinforce achievement, retool schools’ technology, and restructure
teacher compensation.
Framework for Research Question One
The first research question asked, “How are online classes used in a county-
operated alternative school program to maximized student achievement?” The interview
questions were designed from two of the evidence-based conceptual frameworks;
Recalibrate Goals to increase student achievement and Reinforce Achievement to provide
extended learning opportunities for struggling students. Structured interviews were
conducted with three participants utilizing the interview guides to understand how online
classes were implemented at an alternative education program to improve student
success. The data collected from the interviews were compared and coded to provide for
triangulation and deeper understanding.
Findings for Research Question One
Research question one sought to discover how online classes were utilized in
recalibrate student goals and reinforce achievement in an alternative education setting.

111
Students referred to OCOS alternative schools are considered at-risk of academic failure
and typically perform below grade level. PAR-A currently offers DS and CL program
options to at-risk students and each program individualizes curriculum to target the
specific academic level of each student. Online classes are a new option for at-risk
students to increase achievement and extend learning opportunities.
There are currently six online classes that are developed for Community School
students. The curriculum is standards-based and is modified to meet the academic level of
at-risk students. A committee is working diligently to create additional online classes in
the near future. The Director of Businesses and Support Services, Program Administrator,
and Teacher-H expressed that online classes are an effective instructional strategy for
students who need individual support and the accessibility to curriculum beyond the
traditional school structure is appropriate for this student population. Additionally, the
use of online classes develops computer literacy, increase critical thinking skills, and
promote self-esteem. The data from the collective interviews revealed that student
“success” is measured by individual academic or personal benchmarks for each student.
The teachers at this alternative school collaborate with the students to create short and
long term goals that are specific to the student’s needs.
One area of concern is that only one teacher in PAR-A is utilizing the online
classes therefore only a limited number of students can benefit from this program. The
Program Administrator agreed that more teachers need to be trained in utilizing online
program to promote student achievement.

112
Framework for Research Question Two
The second research question asked, “How are financial and staffing resources
allocated for the use and implementation of online classes?” The structured interviews in
conjunction with four of the six core strategies were used to address the allocation of
financial and staffing resources for implementation of online classes. The re-engineer and
retool school’s technology perspectives provide basis for data collection regarding the
school’s strategy to effectively utilize existing resources to implement online classes.
Additionally, re-design teacher development and restructure teacher compensation
provided information on school’s staff development opportunities and skills-based
compensation system as it relates to evidence-based model. Also, PAR-A’s technology
expenditures from 07-08 and 08-09 school years were reviewed to draw a parallel
between implementation of technology and allocated funds to support technology in the
classroom.
Findings for Research Question Two
Research question two sought to explain how the alternative education schools
made decisions in allocating resources to implement online classes. The Virtual School
Program in OCOS has been offering online classes designed for academically advance
student for the past several years. The idea of utilizing online classes in Community and
Correctional schools was presented and discussed with the Leadership Team. The team
consensus was to move forward and implement online classes in the three Community
School PARs. The Program Administrators from each PAR presented this idea to their

113
teaching staff and asked for teacher volunteers to pilot this program. One teacher from
PAR-A is currently utilizing online classes.
The group of teacher volunteers attended three staff development days hosted by a
lead teacher at Virtual School Program. For these staff development days, the teacher in
PAR-A reassigned his students to a different day and did not request a substitute teacher.
Additional training days were scheduled after student hours therefore hiring a substitute
teacher was not necessary. This volunteer group of teachers is part of a committee to
redesign Virtual School Program’s curriculum to meet the academic level of at-risk
students. The plan is that this committee will be in charge of training other teachers in
their perspective PARs in implementing online classes.
The Principal at Virtual School Program agreed to share existing licenses,
program framework, and staff resources to help create the online program for at-risk
students. The Director of Businesses and School Support Services proactively plans to
support the robust technology infrastructure of OCOS by allocating funds for technology
every year and exploring additional resources to support and expand this program.
Education funds are scares in this economic uncertainty. The Director of
Businesses and School Support Services, Program Administrator, and Teacher-H agree
that a stipend should be paid to teachers who participate in “train the trainers” model of
staff development and take additional responsibilities to improve program and increase
student achievement.

114
Framework for Research Question Three
The third research question asked, “How are online classes used to promote
organizational capacity?” All six core strategies serve as a foundation for this research
question. Data collected from previous interview questions help explain the strategies
used by OCOS and PAR-A to maximize capacity. Considering the many drastic changes
that have recently taken place such as severe revenue reduction and decrease in student
enrollment, OCOS is exploring options to sustain its already declining programs. It
seemed appropriate to utilize the re-engineer school framework to determine the
effectiveness of funding and staff allocation to sustain alternative education program
using online classes to increase organizational capacity. Structured interviews using
interview guides were used in relation to one of the six core strategies form he conceptual
framework which was the basis of this research question.
Findings for Research Question Three
Research question three sought to examine how online classes were used to
promote organizational capacity and student achievement. PAR-A has reorganized its
infrastructure to support student learning with less professional staff. The increase in CL
programs has allowed for this drastic measure. The CL programs has also changed from a
strict one time a week for 60 minutes to a “learning lab” model of instruction to
accommodate for the decline in DS classes. Additionally, online classes are explored as
another option to increase student achievement and improve program.
Online classes are tailored to meet the academic needs of individual students.
Teachers can modify curriculum to add rigor or provide remediation to support student

115
learning. Online classes are accessible to students without the limitations of school
structure or operational hours. With the implementation of online classes at-risk students
will gain similar experiences as their counterparts in traditional schools. Importantly,
students learn computer skills that are necessary for this economic climate.
The collective data from the interviews revealed that overtime, online classes will
be more cost effective than traditional methods of delivering instruction. The cost of
books, facility lease, facility maintenance, and storage could possibly create more
opportunities for additional resources. Additionally, utilizing existing computer labs to
promote parent involvement is another strategy to create organizational capacity. The
increase parent involvement can influence student attendance and achievement.
OCOS and PAR-A are already utilizing the existing resources for staff
development, school technology, and using additional capital to implement online classes
to increase student achievement. The main concern that OCOS is currently facing is the
decline in student enrollment and revenue reduction. The decrease in school funding has
impacted the structure of the school programs and its professional staff. If this trend
continues county-operated Community School programs may cease to exist. The
professional staff at OCOS is working diligently to increase organizational capacity by
utilizing existing resources to promote student achievement and promote program
improvement.
Conclusion
NCLB established rigorous academic standards and high-stakes accountability
measures for all students and school systems to improve student achievement outcomes.

116
Students at-risk of academic and behavioral failure in traditional schools are referred to
alternative education programs as a last resort before they drop out of school. Alternative
education programs have a challenging task of preparing students to return back to
district schools or enter the workforce. Nowadays, many educators and professional
institutions consider technology literacy to be instrumental in this growing, digital
economy (Watson, 2007). Additionally, many studies have found that the effective use of
technology and online classes with at-risk students can increase student achievement
(Kingsley & Boon, 2008; Laffey et al., 2003; Page, 2002; Roschelle et al., 2000; and
Watson, 2007).
The study found that in one county-operated alternative school program, the
implementation of online classes with at-risk students is well aligned with PAR’s vision
and student goals as stated in the regions ESLRs. Online classes are utilized as an
additional teaching strategy and program option to meet the needs of at-risk students. The
online curriculum is standards-based and can be modified to the specific academic level
of every student. The interviewers expressed that the implementation of online classes is
in the initiation stage however, it has shown to be a viable option for at-risk students.
The decision to implement online classes was discussed with the Leadership
Team and the group collaborated with their perspective PARs to solicit interested teacher
volunteers to pilot this program. The Principal at the Virtual School Program provided
the curriculum framework, licenses, and staff supports to help create online classes for
Community School PARs.

117
Professional development was offered by the lead teacher at Virtual School
Program and the volunteer teachers who attended the trainings changed their students’
appointment to an alternate day. Substitute teachers were not hired and there were no
obvious determents to student progress, and the student ADA was not affected.
Subsequent trainings were conducted after student hours therefore no substitute teachers
were required. Additionally, the Director of Businesses and Support Services is
investigating other sources to expand and support online classes.
The decline in ADA revenue and low enrollments have drastically impacted PAR-
A’s program model. The interviewers confirmed that implementation of online classes
could potentially save cost over time in facility, books, and maintenance with the caveat
that DS and CL models of instruction will still need be provided.
Internal organizational capacity was created by utilizing existing infrastructure,
staff, and financial resources to create a new program for at-risk students. The ongoing
collaboration of this alternative school organization helped explore and expand a program
that enhances student learning.
Throughout the study it became quite clear that OCOS is a flexible organization
and is constantly evolving to meet the demands of financial strains and provide quality
program to at-risk students. The professional staff at OCOS is dedicated and committed
individuals who volunteer their time and share resources for the better of the organization
and the students they serve. OCOS stays current with educational trends and creates
opportunities for students to experience and acquire skills necessary for the job-market.

118
The researcher has made considerable effort to present the information without bias or
prejudice.
Upon discussion of the findings the researcher discovered emerging themes in
relation to implementation of online classes in an alternative education setting. The
emergence of the themes was supported by the studies conceptual framework. The
findings reinforced the claims made by the body of the literature review pertaining to
technology, at-risk students, online classes, and quality of alternative education programs.
The data revealed four major themes that appeared to illustrate the overall success of the
implementation of online classes at OCOS and PAR-A:
1. Shared vision for student achievement
2. Effective utilization of resources
3. Collaboration
4. Research-based instructional strategy
These themes were interrelated in determining the study’s recommendations and
suggestions for future research.
Recommendations
The findings and the conclusions of the study led to the following
recommendations:
1. OCOS utilizes existing staff capital to provide professional development to all
staff. The “trainer of trainers” model allows teaching professionals to be peer-guides and
provide support in implementing new programs. Additionally, OCOS utilized this model
as cost and time saving strategy to build organizational capacity. It does seem however,

119
that the same group of teachers continues to volunteer to pilot new programs and serve on
school committees.
In order to decrease staff burnout, OCOS should allocate stipend for positions that
require teachers to extend beyond their professional duties. Also, considering more
anticipated budget declines and cutbacks, it may be that the “trainer” from a PAR is
released from his or her contract. It is recommended that each PAR include two to three
teachers to participate in “trainer of trainers” model.
2. The implementation of online classes requires qualified staff that can
successfully and effectively infuse technology into the curriculum and instruction.
Teachers’ lack of knowledge or apprehension is a limiting factor in implementing online
classes.
Technology-centered workshops should be a standard training in every staff
development day. Teachers need to continuously be exposed to the use and benefits of
online classes to increase their knowledge and efficacy. Furthermore, utilizing technology
to increase student achievement should be a focus in teacher informal and formal
evaluation.
3. The documents revealed that PAR-A spent nearly 10% of their budget to
purchase additional technology equipment that was not provided by OCOS. However, it
was not discovered whether other PARs allocate similar funding for technology
equipment.
It is recommended that OCOS provide an expenditure guideline for every PAR
that requires a percentage of funds to be allocated towards new technology. It is

120
imperative that there are no disparities among the PARs since students are transferred
between PARs quite frequently.
4. It was discovered that currently the implementation and use of online classes
are at no additional cost to the PARs. Virtual School Program will not be able to sustain
the cost for all PARs as the program develops and more students enroll in online classes.
The complete operation cost of online classes was not clear to all participants.
The expenditure to operate online classes should be itemized and presented to all
PAR Administrators and professional staff. It is imperative for PARs to include this
information as they plan for next school year and anticipate additional budget and
possibly staff reductions.
5. The curriculum on online classes can be modified to meet and increase
student’s academic level. It also allows students to interact with their teachers for support
and feedback. However, students cannot interact with other students who are enrolled in
the same online class.
6. State legislators must review current research of online classes and its
correlation to student achievement and create new legislations to provide greater support
and flexibility for school districts to implement online classes.
Students need to learn how to appropriately interact with other students online,
post comments, and offer peer-edit regarding assignments. It is recommended to the
Virtual School Committee to explore the option of including a Blackboard for students to
be able to interact.

121
Suggestions for Further Research
Based on the findings of this study, the following suggestions are made regarding
future research in this area:
Due to researcher’s role, the inclusion of student academic data was prohibited for
the use in this study. Teacher-H reported that students successfully completed online
classes. Further research need to be conducted to collect student achievement data in
terms of attendance, course completion, suspensions, and Grade Point Average prior to
taking online classes and compare it to completing online classes. This study should
include DS and CL students across OCOS.
Furthermore, student achievement data, as explained above, should be collected
and compared to control and experimental groups including DS and CL students across
OCOS.
This small case study pertained to one PAR including two administrators, one
teacher, and one PAR’s budget documents. The findings on the resource allocation,
organizational capacity, and implementation of online classes have limited
generalization. Therefore, an in-depth large scale study should be conducted to include all
Community School PAR’s and lead teachers who are using online classes.
There is very little research in the use of online classes with at-risk students in
county-operated alternative education settings. The findings from the above research
studies will provide a foundation for future research to create quality programs for at-risk
students and increase student success.

122
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Appendix A: INTERVIEW GUIDES
District Level Interviews
1. How are online classes used to promote student achievement and equity?
Do you have district wide goals to promote student achievement?
Probing Questions:
• What are the district goals?
• Are all PARs and personnel knowledgeable about these goals?
• Who determined these goals?
• Are these goals aligned with implementation of online classes and student
achievement?
• How do you determine the needs of your district in regard to implementation of
online classes?

Do you strategically link implementation of online classes to student learning outcomes?
Probing Questions:
• How do you measure student success with online classes?
• Do online classes improve the academic success of at-risk students?
• Do you think online classes are an effective instructional strategy with at-risk
students?
• Are online classes aligned with the standards based curriculum?
• Are online classes specifically designed to advance the learning of struggling, at-
risk students?
• Do students in your district take benchmark assessments?
• Are these assessment outcomes utilized to drive the implementation of online
classes?

2. How are financial and staffing resources allocated for the use and implementation
of online classes?

How are personnel used for the delivery of online classes?
Probing Questions:
• How many teachers across your district utilized online classes with students?
Approximately, how many students?
• Describe the way in which staff is utilized for the implementation of online classes
in your district.
• Do personnel have access to an online instructional facilitator and/or coach?
• Do personnel have access to outside consultants for the
implementation of online classes?
• How are district level personnel utilized in the design and implementation of online
classes?

130
• What will you do to promote the implementation and usage of online classes across
your district?

What is your opinion about the way in which personnel are utilized for the
implementation of online classes?
Probing Questions:
• Do you think the personnel (staff/outside consultants) are effective?
• Do you think that the knowledge gained through professional development is
translated into increase student learning outcomes?

How are resource allocation decisions for the implementation of online classes
determined?
Probing Questions:
• Are multiple stakeholders involved in the decision-making process?
• What criteria are those decisions based upon?
• Are these criteria linked to district goals?
• Was there consensus on the allocation of resources for the implementation of
online classes?
• Who decides how resources are utilized for the implementation of online classes?
• Is each PAR required to allocate resources (personnel/funds) towards
implementation of online classes?

How much funding is directed toward implementation of online classes and from which
sources do these funds originate?
Probing Questions:
• What are the cost factors in implementing and maintaining online classes?
• Are the cost factors the same or different compared to traditional instructional
strategies?
• Do you have a district budget for implementation of online classes?
• Are there multiple funding resources used for implantation of online classes?
• How much money does the district dedicate in total to implementation of online
classes?

In your opinion, how much money should be dedicated to implantation of online classes?
What funding source(s) do you utilized for implementation of online classes?

Do teachers receive compensation for attending and participating in professional
development activities related to implementation of online classes?
Probing Question:
• Is there a standard amount of compensation established for teachers?

3. How are online classes used to promote organizational capacity?

131
How does the implementation of online classes compare to evidence-based model to
improve your educational organization?
Probing Questions:
• How do you utilize your existing resources (staff, budget, technology) to
implement online classes across your district?
• How does your district utilize online classes to promote student achievement?
• What extended learning opportunities are available for your at-risk students at your
district?
• Do you collaborate with fellow district administrators?
• With whom do you collaborate?
• How do you create the opportunity to collaborate within the working day?
• Do you use your staff meetings for collaboration and/or professional development?
• Do you provide your staff with current research pertaining to educational issues?
• Do you think that skill-based pay could add to the organizational capacity of the
district?

Additional comments…

132
Program Administrator Interview Guide

1. How are online classes used to promote student achievement and equity?
Do you have PAR wide goals to promote student achievement?
Probing Questions:
• What are the PAR goals?
• Are all personnel knowledgeable about these goals?
• Who determined these goals?
• Are these goals aligned with implementation of online classes and student
achievement?
• How do you determine the needs of your PAR in regard to implementation of
online classes?

Do you strategically link implementation of online classes to student learning outcomes?
Probing Questions:
• How do you measure student success with online classes?
• Do online classes improve the academic success of at-risk students?
• Do you think online classes are an effective instructional strategy with at-risk
students?
• Are online classes aligned with the standards based curriculum?
• Are online classes specifically designed to advance the learning of struggling, at-
risk students?
• Do students in your PAR take benchmark assessments?
• Are these assessment outcomes utilized to drive the implementation of online
classes?

2. How are financial and staffing resources allocated for the use and implementation
of online classes?

How are personnel used for the delivery of online classes?
Probing Questions:
• How many teachers across your PAR utilized online classes with students?
Approximately, how many students?
• Describe the way in which staff is utilized for the implementation of online classes
in your PAR.
• Do personnel have access to an online instructional facilitator and/or coach?
• Do personnel have access to outside consultants for the
implementation of online classes?
• How are PAR level personnel utilized in the design and implementation of online
classes?

133
What is your opinion about the way in which personnel are utilized for the
implementation of online classes?
Probing Questions:
• Do you think the personnel (staff/outside consultants) are effective?
• Do you think that the knowledge gained through professional development is
translated into increase student learning outcomes?

How are resource allocation decisions for the implementation of online classes
determined?
Probing Questions:
• Are multiple stakeholders involved in the decision-making process?
• What criteria are those decisions based upon?
• Are these criteria linked to PAR goals?
• Was there consensus on the allocation of resources for the implementation of
online classes?
• Who decides how resources are utilized for the implementation of online classes?
• Is each PAR required to allocate resources (personnel/funds) towards
implementation of online classes?

How much funding is directed toward implementation of online classes and from which
sources do these funds originate?
Probing Questions:
• What are the cost factors in implementing and maintaining online classes?
• Are the cost factors the same or different compared to traditional instructional
strategies?
• Do you have a PAR budget for implementation of online classes?
• Are there multiple funding resources used for implantation of online classes?
• How much money does the PAR dedicate in total to implementation of online
classes?
• In your opinion, how much money should be dedicated to implantation of online
classes?
• What funding source(s) do you utilized for implementation of online classes?

Do teachers receive compensation for attending and participating in professional
development activities related to implementation of online classes?
Probing Question:
• Is there a standard amount of compensation established for teachers?

3. How are online classes used to promote organizational capacity?

How does the implementation of online classes compare to evidence-based model to
improve your educational organization?

134
Probing Questions:
• How do you utilize your existing resources (staff, budget, technology) to
implement online classes across your PAR?
• How does your PAR utilize online classes to promote student achievement?
• What extended learning opportunities are available for your at-risk students at your
PAR?
• Do you collaborate with fellow administrators?
• With whom do you collaborate?
• How do you create the opportunity to collaborate within the working day?
• Do you use your staff meetings for collaboration and/or professional development?
• Do you provide your staff with current research pertaining to educational issues?
• Do you think that skill-based pay could add to the organizational capacity of the
PAR?

Additional comments…

135
Teacher Interview Guide

1. How are online classes used to promote student achievement and equity?
Do you have site goals to promote student achievement?
Probing Questions:
• What are the site goals?
• Are all personnel knowledgeable about these goals?
• Who determined these goals?
• Are these goals aligned with implementation of online classes and student
achievement?
• How do you determine the needs of your students in regard to implementation of
online classes?

Do you strategically link implementation of online classes to student learning outcomes?
Probing Questions:
• How do you measure student success with online classes?
• Do online classes improve the academic success of at-risk students?
• Do you think online classes are an effective instructional strategy with at-risk
students?
• Are online classes aligned with the standards based curriculum?
• Are online classes specifically designed to advance the learning of struggling, at-
risk students?
• Do students in your class take benchmark assessments?
• Are these assessment outcomes utilized to drive the implementation of online
classes?

2. How are financial and staffing resources allocated for the use and implementation
of online classes?

How are personnel used for the delivery of online classes?
Probing Questions:
• Do you implement online classes at your site? Approximately, how many students?
• Describe the way in which staff is utilized for the implementation of online classes
at your site.
• Do personnel have access to an online instructional facilitator and/or coach?
• Do personnel have access to outside consultants for the
implementation of online classes?
• How are site level personnel utilized in the design and implementation of online
classes?
What is your opinion about the way in which personnel are utilized for the
implementation of online classes?
Probing Questions:

136
• Do you think the personnel (staff/outside consultants) are effective?
• Do you think that the knowledge gained through professional development is
translated into increase student learning outcomes?

How are resource allocation decisions for the implementation of online classes
determined?
Probing Questions:
• Are multiple stakeholders involved in the decision-making process?
• What criteria are those decisions based upon?
• Are these criteria linked to site goals?
• Was there consensus on the allocation of resources for the implementation of
online classes?
• Who decides how resources are utilized for the implementation of online classes?
• Is each site required to allocate resources (personnel/funds) towards
implementation of online classes?

How much funding is directed toward implementation of online classes and from which
sources do these funds originate?
Probing Questions:
• What are the cost factors in implementing and maintaining online classes?
• Are the cost factors the same or different compared to traditional instructional
strategies?
• Do you have a site budget for implementation of online classes?
• Are there multiple funding resources used for implantation of online classes?
• How much money does your Program Administrator dedicate in total to
implementation of online classes?
• In your opinion, how much money should be dedicated to implantation of online
classes?
• What funding source(s) do you utilized for implementation of online classes?

Do teachers receive compensation for attending and participating in professional
development activities related to implementation of online classes?
Probing Question:
• Is there a standard amount of compensation established for teachers?

3. How are online classes used to promote organizational capacity?

How does the implementation of online classes compare to evidence-based model to
improve your educational organization?

Probing Questions:
• How do you utilize your existing resources (staff, budget, technology) to
implement online classes across your PAR?

137
• How does your PAR utilize online classes to promote student achievement?
• What extended learning opportunities are available for your at-risk students at your
PAR?
• Do you collaborate with fellow teachers?
• With whom do you collaborate?
• How do you create the opportunity to collaborate within the working day?
• Do you use your staff meetings for collaboration and/or professional development?
• Do you provide your staff with current research pertaining to educational issues?
• Do you think that skill-based pay could add to the organizational capacity of your
site?

Additional comments…

138
APPENDIX B: DOCUMENT REVIEW GUIDE
(School’s Budget)

Title of Document

Date

Type of Document

Author/Decision Maker

Location of Source

How closely is the document
related to the use of online
classes to promote student
achievement?

How closely is the document
related to funding/staffing
resources allocated to
implement online classes?

How closely is the document
related to online classes and
organizational capacity?

Reflection

Abstract (if available)

Abstract The purpose of the study was to investigate the use of online classes with at-risk students at a county operated alternative school setting to increase student achievement and equity. The study examined the school’s distribution of financial and staffing resources to support online classes. Furthermore, it determined to what extent this model was aligned with evidence-based model of adequacy.

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Asset Metadata

Creator Ramezani, Katy (author)

Core Title The implications of using online classes with at-risk students in an alternative education setting

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 05/19/2010

Defense Date 03/13/2010

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag at-risk students in alternative education setting,OAI-PMH Harvest,online classes

Place Name California (states), Orange (counties)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Picus, Lawrence O. (committee chair), Hentschke, Guilbert C. (committee member), Nelson, John L. (committee member)

Creator Email kramezan@usc.edu,kty_ldy@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-m3090

Unique identifier UC1330590

Identifier etd-Ramezani-3611 (filename),usctheses-m40 (legacy collection record id),usctheses-c127-332565 (legacy record id),usctheses-m3090 (legacy record id)

Legacy Identifier etd-Ramezani-3611.pdf

Dmrecord 332565

Document Type Dissertation

Rights Ramezani, Katy

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Repository Name Libraries, University of Southern California

Repository Location Los Angeles, California

Repository Email cisadmin@lib.usc.edu