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The re-identification of male Latino and African-American learners in the alternative high school setting: promise practice case study

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The re-identification of male Latino and African-American learners in the alternative high school setting: promise practice case study

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Running head: RE-IDENTIFICATION: PROMISING PRACTICE 1

THE RE-IDENTIFICATION OF MALE LATINO AND AFRICAN-AMERICAN LEARNERS IN
THE ALTERNATIVE HIGH SCHOOL SETTING: PROMISING PRACTICE CASE
by
Pamela I. Chaires

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

August 2019
Copyright 2019 Pamela I. Chaires
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Acknowledgements
First, I would like to thank my parents. Dad, you instilled such a profound sense of work
ethic within me. I remember as a child seeing you work multiple shifts at all hours and holidays
yet, never once complaining. You and Ma reminded me throughout my life that school was going
to be the way to greater success. Your humility is so transforming. You are the true definition of a
servant leader. Ma, I cannot fully express my gratitude to you for the unconditional “tough love”
and motivation you have provided me throughout my life. Although we have had our trials and
tribulations, you always centered and grounded me. You inspire me to always be strong (big girl
panties on), to find humor through challenges, and always FIGHT ON.
I would like to profoundly thank my grandparents. Grandma Gloria, you are my safe space
and home. I have never been so unconditionally loved by someone as fiercely as you. You have
taught me how to forgive, find God, and be loving and accepting of others. Grandpa Juan, you left
us too soon physically but you have never left me spiritually. There have been many times in my
life that I have felt your presence. Your intense work ethic also runs through my blood.
Lil Man, Ashley and my handsome nephews, thank you. You both have never turned your
back on me or my dreams. I will never forget you allowing me to sleep on your couch when times
were hard. Travis and Stephen, I want you to work hard, then harder. You are one of my biggest
sources of inspiration. Please stay true to your heart, your values, be a leader never a follower, and
trust your family to steer you in the right direction when or if you should ever get lost.
Ros Celle, my best friend, partner in crime, and soul sister, a tremendous thank you. You
kept me as grounded as possible through this journey. There were countless times you brought me
out of my “cave”, picked me up when I was truly struggling to see the light in this journey and

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RE-IDENTIFICATION: PROMISING PRACTICE 3

encouraged me to stay strong. I admire you for your pursuit of balance, peace and forgiveness in
life.
Lastly, to my soon-to-be immediate family. Catalina “Kitty”, I found out you were sharing
this journey with me while gathering data. I will do my best to instill and model for you humility,
forgiveness, strength and a hard working ethic. I love you baby girl. You have so many great
endeavors awaiting you. Alex, thank you for being the father of my daughter. Despite the personal
challenges we are facing, please know that Kitty and I love you unconditionally. Hopefully, you
will find your way back home spiritually, emotionally, and physically with us.
Dr. Yates, Dr. Patall and Dr. Tobey, thank you for your wisdom, unwavering support and
for challenging me to produce a product that is authentic and something to be proud of.

“True wealth is not measured in money or status or power . It is measured in the legacy we leave
behind for those we love and those we inspire.” –Cesar Chavez

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Table of Contents
List of Tables 8
List of Figures 11
Abstract 12
Chapter One: Introduction 13
Organizational Context and Mission 14
Organizational Performance Status 15
High School Graduation: The Norm 16
Continuation Setting 16
Graduation Rates 18
Implications 19
Importance of the Problem to the Organization 19
Organizational Performance Goal 20
Description of Stakeholders 20
Stakeholders’ Performance Goals 21
Stakeholder Group for the Study 24
Stakeholder of Focus Critical Behaviors 24
Purpose of the Project and Questions 24
Conceptual and Methodological Framework 25
Definitions 26
Organization of the Study 27
Chapter Two: Review of the Literature 28
Latino and African American Learners: Drop-Out in the Four Year Setting 28
Definition of Drop Out 28
No Child Left Behind 29
Critical Race Theory 30
Systematic Barriers 31
Disidentification of Latino and African American Learners in the Traditional
Four Year High School Settings 33
Re-Engagement/Disidentification 33
Organizational (Administrative) Leadership 35
Discipline Discrepancies 36
Underdevelopment of Personal Motivation among African-American
and Latino Alternative Learners 38
Theoretical Perspectives (Self-Determination) 38
Social Emotional Learning 39
Re-Engagement through Pedagogy 40
Definition of College and Career Readiness (for alternative youth) 40
Instructional Re-Engagement 41
Summary 42
Conceptual Framework 43
Stakeholder Knowledge, Motivation and Organizational Factors 44
Knowledge and Skills 44
Declarative Factual Knowledge Influences 45

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Conceptual Knowledge Influences 47
Procedural Knowledge Influences 49
Metacognitive Knowledge Influences 52
Motivation 56
General Theory 56
Value 57
Self-Efficacy 58
Mood 60
Attribution 62
Goal Orientation 63
Organization 68
Resources 68
Policies and Procedures 70
Cultural Setting 72
Cultural Models 75
Chapter Three: Methodology 84
Purpose of the Project and Questions 84
Conceptual and Methodological Framework 84
Adaptation of the Gap Analysis Framework as a Promising Practice 85
Assessment of Performance Influences 86
Knowledge Assessment 87
Motivation Assessment 99
Organization/Culture/Context Assessment 116
Participating Stakeholders and Sample Selection 137
Sampling 137
Recruitment 137
Instrumentation 138
Survey Design 138
Interview Protocol Design 139
Observation Protocol 139
Document Analysis 140
Data Collection 140
Surveys 140
Interviews 141
Observations 141
Document Analysis 142
Data Analysis 142
Surveys 142
Interviews 142
Observations 143
Documents 143
Trustworthiness of Data 143
Role of the Investigator 144
Chapter Four: Results and Findings 145
Data Validation 145

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Results and Findings for Knowledge Causes 147
Factual Knowledge 147
Conceptual Knowledge 154
Procedural Knowledge 163
Metacognitive Knowledge 169
Summary of Validated Knowledge Influences 175
Results and Findings for Motivation Causes 178
Value 178
Self-Efficacy 184
Mood 192
Attribution 198
Goal Orientation 202
Summary of Validated Motivation Influences 207
Results and Findings for Organization Causes 210
Cultural Models 210
Cultural Setting 221
Resources 230
Policies, Processes and Procedures 236
Summary of Validated Organization Influences 245
Chapter Five: Recommendations and Evaluation 250
Knowledge Recommendation 249
Introduction 249
Declarative Knowledge Solutions 254
Procedural Knowledge Solutions 255
Conceptual Knowledge Solutions 256
Metacognitive Knowledge Solutions 257
Motivation Recommendations 258
Introduction 258
Value Solutions 263
Mood Solutions 264
Attribution Solutions 265
Goal Orientation Solutions 265
Organization Recommendations 266
Introduction 266
Cultural Model Solutions 270
Cultural Setting Solutions 271
Resources Solutions 272
Policies, Processes and Procedures Solutions 273
Summary of Knowledge, Motivation, and Organization Recommendations 274
Knowledge Recommendations Summary 274
Motivation Recommendations Summary 275
Organization Recommendations Summary 275
Integrated Implementation and Evaluation Plan 276
Organizational Purpose, Need, and Expectations 276
Implementation and Evaluation Framework 276

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Level Four: Results and Leading Indicators 277
Level Three: Behavior 280
Level Two: Learning 285
Level One: Reaction 292
Data Analysis and Reporting 292
Summary of the Implementation and Evaluation 295
Limitations and Delimitations 297
Recommendations for Future Research 298
Conclusion 299
References 298
Appendix A: Survey Questions 313
Appendix B: Interview Questions 325
Appendix C: Classroom Observation Checklist 329
Appendix D: Survey Recruitment Letter 332
Appendix E: Student Consent Letter 333
Appendix F: Parent Consent Letter 336
Appendix G: Immediate Evaluations (Level 1 and 2) 339
Appendix H: Delayed Evaluation-90 day/Semesterly (Level 1 and 2) 343
Appendix I: Dashboard on School Website 347

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List of Tables
Table 1: Midway High School Mission, Vision, and Goals………………………………...…….23
Table 2: Summary of Assumed Knowledge Influences on Students’ Ability to Achieve the
Performance Goal………………………….……………………………………………………..53
Table 3: Summary of Assumed Motivation Influences on Students’ Ability to Achieve the
Performance Goal……………………………………………………………….………………..66
Table 4: Summary of Assumed Organization Influences on Students’ Ability to Achieve the
Performance Goal…………………………………………………………………………….…..78
Table 5: Summary of Knowledge Influences and Method of Assessment……….…..………...…87
Table 6: Summary of Motivational Influences and Method of Assessment…………..………....102
Table 7: Summary of Organizational Influences and Method of Assessment…………..……….117
Table 8: Survey Results for Factual Knowledge of Midway High School…………….……..…149
Table 9: Survey Results for Factual Knowledge of Midway High School…………….………..147
Table 10: Survey Results for Factual Knowledge of Midway High School…………….………150
Table 11: Survey Results for Factual Knowledge of Midway High School…………….………154
Table 12: Survey Results for Conceptual Knowledge of Midway High School…………..…….157
Table 13: Survey Results for Conceptual Knowledge of Midway High School……………..….160
Table 14: Survey Results for Conceptual Knowledge of Midway High School………………...161
Table 15: Survey Results for Procedural Knowledge of Midway High School………………....163
Table 16: Summary of Assumed Knowledge Promising Practices Validation …………………....175

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Table 17: Survey Results for Motivation (Value) of Midway High School…………………......178
Table 18: Survey Results for Motivation (Value) of Midway High School…………………......179
Table 19: Survey Results for Motivation (Value) of Midway High School……………………..182
Table 20: Survey Results for Motivation (Self Efficacy) of Midway High School……………...184
Table 21: Survey Results for Motivation (Self Efficacy) of Midway High School……………...191
Table 22: Survey Results for Motivation (Mood) of Midway High School…………………......194
Table 23: Survey Results for Motivation (Mood) of Midway High School………………..……196
Table 24: Survey Results for Motivation (Attribution) of Midway High School…………..…....198
Table 25: Survey Results for Motivation (Attribution) of Midway High School………………..200
Table 26: Survey Results for Motivation (Goal Orientation) of Midway High School………….202
Table 27: Survey Results for Motivation (Goal Orientation) of Midway High School………….203
Table 28: Survey Results for Motivation (Goal Orientation) of Midway High School……..…...206
Table 29: Summary of Assumed Motivation Promising Practices Validation………………..….207
Table 30: Survey Results for Organization (Cultural Models) of Midway High School………...211
Table 31: Survey Results for Organization (Cultural Models) of Midway High School…….......211
Table 32: Survey Results for Organization (Cultural Models) of Midway High School…….......212
Table 33: Survey Results for Organization (Cultural Models) of Midway High School…….......219
Table 34: Survey Results for Organization (Cultural Settings) of Midway High School………..221
Table 35: Survey Results for Organization (Cultural Settings) of Midway High School………..225
Table 36: Survey Results for Organization (Resources) of Midway High School……………....230
Table 37: Survey Results for Organization (Policies, Processes and Procedures) of Midway High
School…………………………………………………………………………………………...237

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Table 38: Survey Results for Organization (Policies, Processes and Procedures) of Midway High
School…………………………………………………………………………………………...238
Table 39: Summary of Assumed Organizational Promising Practices Validation ………………...245
Table 40: Summary of Knowledge Influences and Recommendations………………………….250
Table 41: Summary of Motivation Influences and Recommendations…………………………..258
Table 42: Summary of Organization Influences and Recommendations………………………...267
Table 43: Outcomes, Metrics, and Methods for External and Internal Outcomes……………….278
Table 44: Critical Behaviors, Metrics, Methods, and Timing for Evaluatio n …………………....280
Table 45: Required Drivers to Support Critical Behaviors……………………………………....282
Table 46: Evaluation of the Components of Learning for the Program.........................................290
Table 47: Components to Measure Reactions to the Program………………………..………….292

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List of Figures
Figure A: Steps in the Gap Analysis Process…………………………………………………...79

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Abstract
The gap analysis problem-solving framework (Clark & Estes, 2008) will be utilized in an effort to
identify primary reasons for the identified promising practice of high graduation rates at Midway
Continuation High School where 84% of students identify as Latino and/or African American. The
purpose of this study was to identify the knowledge and skills, motivation, and organization‘s
promising performance of supporting a positive re-identification process among minority learners
that has generated a low dropout rate as compared to California state average. The stakeholder of
focus for this study are male, Latino and/or African-American learners between the ages of 15-18
years old in the continuation high school setting. Mixed methods were used to collect survey data
from thirty-nine participants, interview data from five participants, observation data from eight
classes and twelve pieces of documents to identify and validate the knowledge and skills,
motivation, and organizational promising practices. Findings show that seven promising practices
of the assumed knowledge and skills influences, four promising practices of the assumed
motivation influences, and nine promising practices of the assumed organization influences was
determined upon data analysis. Based on the findings, recommendations from the research
literature are offered to support the validated practices and to propose an implementation program
plan for similar alternative sites. It is important to investigate this organization because Midway’s
positive structural dynamics can be utilized among other alternative sites with parallel
demographics to promote higher academic achievement and engagement.

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CHAPTER ONE: INTRODUCTION
Introduction of the Problem of Practice
Continuation schools serve the purpose of addressing the needs of students that typically
cannot be met in a regular school. It provides a “nontraditional” education, serves as an adjunct to a
regular school, or falls outside the categories of regular, special education or vocational education
(US Department of Education, 2002).
Unfortunately, Latino and African American students in continuation schools tend to drop
out. According to the California Department of Education (2017), African American and Latino
students drop out at a higher rate as compared to White peers in the educational setting. Latinos
dropped out of high school at 12.6% in the 2014-2015 academic year (California Department of
Education, 2017). 18.8% of African American learners also dropped out of high school in the same
academic year (California Department of Education, 2017).
As the “last stop” in earning their high school diploma, students who drop out of a
traditional four year high school setting, tend to according to Covarrubias and Stone (2014), in
response to systemic educational barriers to their success and stereotypes inflicted upon them, will
develop negative behaviors and identities that deliberately distance them from the “majority”.
Behaviors that were reported in which young Latino and African American learners who drop out
may engage in are a resistance in speaking standard English, taking advanced courses, not
conforming to laws or rules, lack of effort for tasks, and low self-monitoring and development of
regulatory skills. Furthermore, Latino and African American males who are at risk for dropping out

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or have dropped out of school, are ill equipped to enter the workforce, college and positively
contribute to the society. Therefore, addressing this issue might reverse this trend.
However, at Midway Continuation High School (a pseudonym), there was a noteworthy
87% graduation rate in the 2015-2016 school year which indicates high academic achievement and
value among a student body who is nearly 90% Latino and African American. This is a promising
practice.
Organizational Context and Mission
The people and/or organizations involved in the study are administrators, teachers and most
importantly, male minority high school students at Midway Continuation High School in Hesperia,
California . The mission of Midway includes that students and their needs are placed at the core of
1
the educational process. Their alternative program attempts to assist all students in developing
academic competence and the skills necessary to become contributing members of our democratic
society, as stated in their 2016-2017 School Accountability Report Card.
Midway High School is located in Hesperia, California, a suburban community known as
the High Desert 80 miles outside of Los Angeles. An estimated 25% of the population of Hesperia
lives below the federal poverty line. Hesperia Unified School District has two alternative education
sites, one being Midway High School. In the 2016-2017 academic school year, 310 students were
enrolled with 87.4% reportedly considered low socioeconomic status. The campus is culturally
diverse with 74% Hispanic/Latino, 13.9% White, 10% African-American and 1.4% one or more
races. Midway High School has a 17.6% English Language Learner student population as
1
The sites will be de-identified in the final dissertation

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compared to the average rates among the other traditional track school within the Hesperia district
of 13.5%. The parental education level reported in 2015-2016 for the student body was 23.7% not
a high school graduate, 35.6 % a high school graduate, 19.3% some college and 2.9% Bachelor’s
degree or higher. Total suspensions for the 2014-2015 school year were 123 and 132 for the
2015-2016 school year with over half of the suspensions related to caused, attempted or threatened
to cause physical injury. The dropout rate in the 2014-2015 school year was at 9%.
Organizational Performance Status
In the 2014-2015 academic school year, the overall California dropout rate in a traditional
cohort setting was 10.7%. Furthermore, graduation and dropout rate disparities among our minority
students are extremely evident in our secondary educational system. According to the California
Department of Education, in 2014-2015 78.5% of Latinos graduated high school and African
American learners graduated at 70.8% whereas Caucasian students graduated at 88%. The dropout
rate disparity is staggering as well. Latinos dropped out of high school at 12.6% in the 2014-2015
academic year. 18.8% of African American learners also dropped out of high school in the same
academic year in contrast to 7.4% of Caucasian learners.
Regionally, in the Hesperia Unified School District, another continuation school with a
similar student body demographic rate as Midway had a 30% drop out rate among learners. Thus,
Midway’s graduation rate of 87.24% and lower than state average dropout rate of 9% among an
almost 90% Latino and African American student body in an alternative education setting is a
model organization. Among the Latino student body at Midway, 88% graduated in the 2014-2015
school year which surpasses the state average by almost 11%.

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Midway is at the forefront of leading a diverse alternative campus that is student- centered,
as well as culturally responsive to achieving high graduation rates as compared to regional and
state statistics. It is, therefore a promising practice case study. Furthermore, through meaningful
investigation of practices occurring at Midway High School, leading potential barriers to
achievement and motivation could continue to be identified and thus can be addressed within the
curriculum, instruction and social services which may positively impact their performance goals
towards 100% graduation rate attainment.
High School Graduation: The Norm
Continuation Setting
The continuation setting entails a variety of leading campus structures and services that will
assist students who have dropped out of the four setting with re-engagement in their academic
success. According to Aron (2006), the broad definition of “alternative setting” is “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 a regular school, or falls
outside the categories of regular, special education or vocational education” (U.S. Department of
Education 2002, Table 2, p. 14). Additionally, “At-risk” youth are defined as following into one or
more of the following groups: (1) those who do not complete high school; (2) youth deeply
involved in the juvenile justice system; (3) young, unmarried mothers; and (4) adolescents in the
child welfare system.
There are three predominant “types” of continuation settings and the services that are
offered to learners vary. Type I offers a full time, multi-year educational option for learners who
need more individualized curriculum, an innovative approach or to acquire their high school

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diploma due to dropout. The second type of alternative setting includes one that is primarily
focused on discipline. It segregates, contains and attempts to reform disruptive students who are
typically assigned to the setting without choice. Third type of alternative setting provides short term
therapeutic assistance for social and emotional issues that students may have. Reportedly in the
2013-2014 academic school year, 136, 587 California learners were enrolled in over 974
alternative schools as of October 2013. Therefore, 9.3% of California schools were alternative
based settings and 2.2% of our students were enrolled in them. The alternative setting enrolls a
large student population of our high school youth (Warren, 2016). Half of the alternative schools
available to learners are continuation type settings. All unified and high school districts are
mandated to provide learners access to a continuation school that serves students in grades 10-12
who are at risk of not graduating from high school. Although “types” have been categorized, there
are seven mainstream alternative settings adopted by the state of California.
According to the California Department of Education, California Education Code (2014),
the Continuation setting is classified as assisting students ages 16 or older who are at risk of not
graduating with the highest number of fall enrollment at, 62,830. The Continuation setting works
directly with districts. Secondly, the Independent Charter type placement reported 28,931 learners
for 2014 fall enrollment. It is defined as, “Students who have been expelled, suspended, truant, are
pregnant or parenting, or who have dropped out of school”. The Community placement is where
expelled students, students with behavior or attendance problems, or who are on probation or
parole. It contains the third highest enrollment. The fourth type of alternative school is school of
choice. The target population includes “Students who have been expelled, suspended, truant, are
pregnant or parenting, or who have dropped out of school”. In 2013-2014, 13, 283 fall enrollment

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was reported in California. The fifth type of alternative education setting is Community Day where
students who have been expelled or have behavior or attendance problems attend. Sixth, is juvenile
court placement where students are incarcerated in local juvenile detention facilities and lastly,
opportunity alternative education settings where it is a short-term intervention for students with
attendance, behavior, or academic problems.

Graduation Rates
The reported high school graduation rates exhibit a severe disparity of academic success
among minority groups and support the notion of a severe achievement gap within our traditional
school structure. According to Aron (2006), 3.8 million learners currently are not in school, not
working, and do not have a high school diploma. Reportedly, half of US African American
learners do not graduate high school. Additionally, male African American students graduate at
43% and Latinos at 48% (Aron, 2006). Dougherty and Sharkey (2017) report a staggering 7%
dropout rate among learners between the ages of 16-24 years old.
In Education Week (2007), critical disparities were described among racial and ethnic
groups. 1.23 million students who are a majority minorities do not graduate. Half of our Black
youth are graduating as compared with more than three-quarters of non-Hispanic Whites and
Asians. Additionally, Latino students have increased rates of dropout and lower graduation rates as
compared to Whites according to Covarrubias and Stone (2015) . Bradley and Renzulli (2011)
report that Latino dropout was at 17% in 2009 and 9% for African American students. Dropout
rates within the continuation setting is not tracked due to in 2013-2014 48% of alternative schools
serving predominantly seniors, 12th graders, the high mobility of students coming in and out of the
program and alternative schools not designed to be traditional four year placements (Warren,

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2016).The general background literature about this problem says that minority boys demonstrate
more school difficulties and higher rates of academic disidentification compared to Whites and
Asian learners which leads to learners disengaging from the traditional school setting and dropping
out (Caldwell & Siwatu, 2003; McMillian et al., 2015).
Implications
Key social, economic and personal consequences based on the lack of academic success of
minorities particularly in the alternative setting are critical to address. According to Aron (2006),
reportedly in 2003, male dropouts only make on average $23,903 annually. Bowers, Sprott and
Taff (2013) suggests that drop out among learners typically leads to a higher rate of unemployment,
incarceration, lower overall lifetime earnings and life expectancy. I f they do not re-engage in their
education, they may become socially isolated, marginalized and disconnected from future
educational and career opportunities (Brown & Jeanneret, 2015) . Therefore, disadvantaged
learners need to develop skills and an education in an alternative setting for the modern workforce.
A combination of a high school diploma and vocational training makes students marketable in the
workforce. They also will reportedly earn more over the span of their career with a high school
diploma and are more apt to advance to management roles. Thus, a combination of a minimum
education and skills is required in the 21st century.

Importance of the Problem to the Organization
It is important to investigate this organization because Midway’s positive structural
dynamics can be utilized among other alternative sites with similar demographics to promote higher
academic achievement and engagement. In order for students who have not been able to succeed in

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the traditional high school setting, all potential barriers such as, previous experiences with racial
stereotypes and its impact on a learner’s sense of self, must be identified in order to re-connect
students to the academic structure and build a meaningful foundation for their future. Midway has
been demonstrating success among these areas. Furthermore, this issue represents the larger
national and societal problem in education due to the overwhelming rates that male minorities are
subjected to experiencing both overt and unconscious racial biases by the adults within their
academic journey. The result is that it leads to higher rates of “disconnection” or dropping out from
school among male Latinos and African-Americans. Although Midway High School has an 87%
graduation rate, it still has room for improvement as well in staying aligned with their overall
mission and vision statements.
Organizational Performance Goal
The predominant goal of the organization is to increase overall academic based rigor.
Secondly, improve student attendance and performance through a systematic process of data
analysis to drive instructional classroom pedagogy and curriculum. A third major goal at Midway
is to maintain a safe and healthy learning environment.
Description of the Stakeholders
The organization’s key stakeholders for this study are the administrators, teachers and
students at Midway High School. Student enrollment reported in the 2015-2016 school year was at
310. Enrollment at Midway has remained consistent in the past three years. The total number of
students who report a low socioeconomic status has increased in the past three years. In the
2015-2016 academic year, 271 students or 87.4% of the learner population at Midway is from a

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disadvantaged socioeconomic status as compared to 82% in 2012-2013. Ethnic demographics
among students has diversified the campus. The student population includes 74% Hispanic/Latino,
13.9% White, 10% African-American and 1.4% one or more races. Therefore, 84% of students are
Latino or African American at Midway.
Teachers at Midway are 31% female and 69% male with 63% of all teachers reportedly of
White ethnicity. 19% of teachers are Latino, 6% African American and over 10% declining to state
an ethnicity. All educators are “highly qualified” to be teaching. Educators at Midway
predominately hold a Bachelor’s degree at 59% while 41% have earned a Masters. No teachers on
campus are of doctoral level.
Administration includes one principal and one assistant principal. One counselor is
assigned to Midway. 33% of administrators including the counselor, are female while 67% are
males. Administrators are 66% White and 33% Latino. None of the administrators at Midway have
acquired a doctorate however, all report earning a Master’s degree.
Stakeholders’ Performance Goals
As described in the Western Association of Schools and Colleges Report in 2015, Midway
outlined specific performance goals in moving administration, staff and students forward in
achieving noteworthy milestones in alignment with their vision and mission statement as well as,
continuing to increase student achievement. A predominant schoolwide action plan goal within the
Standards Based Student Learning: Assessment and Accountability domain was to establish an
effective system to monitor and guide learners progress towards meeting outlined academic and
college and career readiness standards. Data was continuously collected through a variety of means

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such as Smarter Balanced state results, D/F reports, and professional learning community sign in
sheets, Career Center Bridge Program Data, student surveys, and intervention logs as reported up
to 2015. Staff frequently informed teachers, parents and students regarding graduation
requirements, learners’ personal progress towards graduation and more specifically, Midway’s
educators prepared units of study that encouraged students to plan for their futures beyond high
school. The counselor also monitored the D/F grades among students on campus and intervened if
necessary.
Another leading performance goal that has significantly contributed to Midway’s
organizational success is that the school staff has established meaningful methods in which
student’s grades, their growth and performance levels are determined. Data was reported in 2015
through the use of Common Core State Standards, single common assessment, teacher’s syllabus,
class rubrics, summative and formative assessments, Read 180 data and Reading Plus. Findings
included that teachers utilized the California State Common Core standards to guide their practice
and assessments. A variety of formative and summative based assessments were implemented such
as standardized testing, exams, quizzes, research based projects to evaluate students comprehension
of content material. Rubrics also were provided to students. Lastly, a range of technology was used
to assess learners’ progress of newly acquired content. Table 1 shows the organization’s mission
and goal as well as the primary stakeholder goals.
Table 1
Midway High School Mission, Vision, and Goals

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Organizational Mission
Midway Continuation High School Mission Statement
Midway Continuation School’s mission is to build foundations for the future.
Vision
At Midway High School, students and their needs are placed at the core of the
educational process. Our alternative program helps all students develop academic
competence and the skills necessary to become contributing members of our democratic
society.
Organizational Global Goal
In the 2018-2019 school year, 100% of eligible seniors will graduate high school.

Stakeholder 1*

Students
Stakeholder 2

Teachers
Stakeholder 3

Counselors
Stakeholder 1
Intermediate Goal
All seniors will earn no
less than a “C” on all
required A-G courses by
June 2018. (note: “D” is
passing in California, but
not allow student to be
UC eligible)

All seniors will attend
and pass the remedial
courses needed to satisfy
the 230 credit
requirement for
graduation by the end of
their senior year, June
2018.
Stakeholder 2 Intermediate
Goal
Teachers will implement
weekly lesson plans that
incorporate rigour such as,
higher order thinking skills in
the core curriculum by June
2018.

By June 2018, teachers will
integrate self-regulatory skills
into their instructional
approaches.

By June 2018, teachers will
attend and implement weekly
professional development
regarding research based
strategies and building
socio-emotional skills into
their curriculum.
Stakeholder 3
Intermediate Goa
All counselors will
communicate with
stakeholders regarding the
progress of student
eligibility towards meeting
Community College, UC
and CSU requirements per
semester effective January
2018.

By January 2018, all
counselors will review
student transcripts to ensure
students are meeting
graduation and A-G
requirements.

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Stakeholder Group for the Study
The stakeholder of focus for this study are male, Latino and African-American learners between
the ages of 15-18 years old in the continuation high school setting.
Stakeholder of Focus Critical Behaviors
According to Kirkpatrick and Kirkpatrick (2016), an organization must discern primary
critical behaviors that will be performed by the designated stakeholder in order to achieve the
organizational performance goal. The stakeholder group, male Latino and African American
learners at Midway Continuation High School must engage in the following three critical behaviors
in an effort to continue to achieve their goal:
a) Pass all six classes with a C or better.
b) Students will attend school 90% of the time.
c) Pass any remedial courses with a C or better.
Purpose of the Project and Questions
Using the Clark and Estes (2008) performance framework, the purpose of this project is to
examine the organization’s promising performance of supporting a positive re-identification process
among minority learners that has generated a low dropout rate as compared to California state
average. The analysis will focus on the stakeholder assets in the areas of knowledge and skill,
motivation, and organizational resources. While a complete study would focus on all stakeholders,
for practical purposes the stakeholder to be focused on in this analysis is male Latino and African
American students between the ages of 15-18 years of age.

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The study will answer the following questions:
1. What are the knowledge and skills, motivation, and organizational assets that students at
Midway Continuation High School have that contribute to their 88% graduation rate?
2. What are the knowledge and skills, motivation, and organizational recommendations for
other continuation school settings attempting to assist minority students to successfully
re-identify into the academic setting?
Conceptual and Methodological Framework
Rueda (2011) specifies a disconnect in the methods employed in solving an organizational
problem, a misalignment of goals and their approaches and an overall ineffectiveness in aligning
solutions to the identified organizational issue. The gap analysis problem-solving framework (Clark
& Estes, 2008) will be utilized in an effort to identify primary reasons for the identified promising
practice of high graduation rates. Research based approaches and how they meaningfully alleviate
the gap will be presented in an effort to increase solution alignment.
To answer the study questions, data will be collected from students in the form of
knowledge assessments, motivation indices data for choice, persistence, and mental effort, scale
data for motivation constructs, and scale data for student perceptions of organization culture,
policies, procedures, and resources.
The gap analysis framework utilizes both the qualitative and quantitative method of data
collection. In using the qualitative method of data collection, discovery of a participants thoughts,
feelings and behaviors can be assessed (Patton, 2002). Qualitative information also identifies
potential human causes for promising practices and gaps (Clark & Estes, 2008). The ingredients

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that contribute to the promising practices are strategically examined based on participants’
knowledge and skills, motivation, and organizational structures. Recommendations can then be
derived effectively and holistically (Rueda, 2011).
Definitions
Some terms used in the study have specific meaning and are operationalized below.
Academic disidentification. A student’s self-esteem is not connected to his or her
academic performance. It is a coping strategy that responds to negative stereotypes about
particularly achievement. Disidentification includes discounting and devaluing (McMillian, Carr,
Hodnett, Campbell, 2015).
Academic identification. A student’s self-esteem is tied to how well he or she performs
academically (McMillian, Carr, Hodnett, Campbell, 2015).
Academic re-identification. The intervention process of re-building a student’s self-esteem
and self-concept to their academic performance. (Cokley et al., 2012).
Alternative education . The Common Core of Data, the U.S. Department of Education’s
primary database regarding public secondary education, states that an alternative education school
addresses the needs of students that typically cannot meet in a regular school, provides
nontraditional education, serves as an adjunct to a regular school, or falls outside the categories of
regular, special education or vocational education (US Department of Education, 2002).
Smarter Balanced Assessment System. It utilizes computer adaptive tests and
performance tasks that is based on the Common Core State Standards for English Language

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Arts/Literacy and Mathematics. The results include students’ scores, achievement levels, and
descriptors that describe performance (California Department of Education, 2018).
Stereotype threat . Individuals may suffer negative performance outcomes because they
are burdened by the prospect of confirming cultural stereotypes impugning their intellectual and
academic abilities (Good, Aronson & Inzlicht, 2003).
Organization of the Study
Five chapters are used to organize this study. This chapter provided the reader with the key
concepts and terminology commonly found in a discussion regarding high dropout rates and
learner disidentification among minority students. The organization’s mission, goals and
stakeholders as well as the review of the promising practice framework was provided. Chapter
Two provides a review of current literature surrounding the scope of the study. Topics of causes of
learner disidentification, stereotype threat and challenges within the continuation school setting will
be addressed. Chapter Three details the choice of participants, data collection and analysis. In
Chapter Four, the data and results are described and analyzed. Chapter Five provides
recommendations for practice, based on data and literature as well as recommendations for an
implementation and evaluation plan.

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CHAPTER TWO: REVIEW OF THE LITERATURE
The following literature review is presented in two sections. First, broad theoretical themes
and relevant content literature that shapes a deeper understanding of the study is presented.
Secondly, literature about the key stakeholders knowledge, motivation and organizational factors
are discussed in an effort to understand the structural and community contributions of students
exiting a traditional four year setting.
Latino and African American Learners: Drop-Out in the Four Year Setting from the
Legislative and Critical Race Theory Perspective
Definition of “Drop Out”
The prevalence of dropout rates among Latino and African American Learners in the
traditional four year high school setting is significantly higher than their White counterparts. The
definition of “dropout” is critical to review in an effort to understand the factors that contribute to
the issue as well as implications for African American and Latino learners. Lundetrae (2011)
defined drop out as, “the representation of the percentage of 16- through 24-year-olds who are not
enrolled in school and have not earned a high school credential.” Dropout rates in the US are
considered a serious issue. Unemployment rates are reportedly higher for learners who dropout
from high school (Lundetrae, 2011). According to Bowers, Sprott and Taff (2013), United States
high schools typically report graduation rates between 70-80%. However, a discrepancy exists
among urban school settings. In some urban school settings, graduation rates are reported at 50%.
Drop out levels are increased among males, African Americans, Latinos, low socioeconomic
economic learners and urban and rural settings (Bowers, Sprott & Taff, 2013). Drop out is
overrepresented in male minorities such as, Blacks and Latinos. It also impacts the minority

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unemployment status and does not allow them to fully engage in the workforce. An increase in
dropout rates have occured due to the No Child Left Behind Act.
No Child Left Behind
A historically legislative movement, No Child Left Behind (NCLB) has been credited with
sparking a divide in equity for minority youth and contributing to a rise in alternative education.
According to Darling-Hammond (2007), in 2001, the No Child Left Behind Act (NCLB) was
established by then President George H. W. Bush and 50 governors. It is defined as, “national
goals centered on literacy and mathematics” (Darling-Hammond, 2007). A major goal of NCLB
was that learners in the United States will rank first in the world in math and science by 2000.
Additionally, an increased focus on accountability among schools was established and supporting
the needs of all students ( Darling-Hammond, 2007; Quinn et al., 2006). Thus, mandating
placement that is “appropriate” for students who are underperforming academically and behavioral
issues. Assessments were devised to assess students towards meeting the imposed national goals
(Darling-Hammond, 2007). The impact on minority youth was negative. Access to the
development of problem solving and deep critical thinking skills was not encouraged or developed
especially among minority learners, in particular.
California graduation data indicated that Latino learners in California were at a 67%
graduation rate by 2006 (Darling-Hammond, 2007). The prison system represented illiterate male,
Latino dropouts. A year prior to NCLB being enacted, the re-segregation of minority learners was
on rise both in school and communities (Darling-Hammond, 2007). Urban districts do not receive
the same amount of funding as more affluent communities which detrimentally impacts resources
for those schools. Testing policies implemented by the NCLB contributed to a large increase in

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dropout among Latino and Black students were not being effectively taught (Darling-Hammond,
2007). An increasing skill gap as compared to White and Asian peers thus occurred and
encouraged dropout (Darling-Hammond, 2007). The NCLB deliberately promoted educational
practices that encouraged dropout rates among minority male learners. Therefore, affecting
minority students who were underperforming academically on a variety of levels. Critical Race
Theory has been instrumental in understanding the dimensions of underperformance, drop out and
equity among male minorities in the educational system.
Critical Race Theory
Critical Race Theory (CRT) and supportive research has attempted to shed insight on the
dropout issue among minority males. According to Kim and Taylor (2008), the CRT is a current
framework that is used to assess if the establishment is contributing to a lack of achievement in an
alternative setting or championing student success despite structural inequalities. Dunning-Lozano
(2014) suggest that historically, the alternative setting is believed to be the product of the Civil
Rights movement. The mission of the alternative placement represents the ideologies of the era
where students who were historically disadvantaged did not receive adequate education and access
to resources ( Dunning-Lozano, 2014) . Therefore, the Critical Race Theory exposes the
relationships between domination and subordination in relation to money, consumption,
distribution and production and is used to advocate for the struggle for self-emancipation and social
change. Critical thinking regarding societal contradictions is promoted as well as examines the
relationship between societal injustices and poor achievement.
A theoretical framework that examines the issues that the Latino culture faces is the
Chicana Critical Race Theory (Malagon, 2010). Four challenges reportedly face the Latino culture

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according to Malagon (2010) . First, consistent economic marginalization ( Malagon, 2010) .
Second, subpar housing as well as a lack of education and access to general resources ( Malagon,
2010) . Extremely high incarceration rates is third ( Malagon, 2010) . Lastly, increased violence
towards Latinos ( Malagon, 2010) . Therefore, the theory attempts to expose the structural
inequalities that are encouraged by an educational system that is racist and challenging subordinate
roles that have encouraged low educational attainment levels by Latinos. Latinos particularly may
engage in behaviors labeled as “delinquent” due to their resistance to the dominant, White
structural system and expectations, as stated by Malagon (2010) . The educational system
perpetuates the social inequalities in an effort to encourage capitalism. Critical Race Theory and
Chicana Critical Race Theory shed light on the structural inequalities perpetuated by the
educational institution that serves our students. Key components such as, production, power, and
resources of a variety of institutions are highlighted due to encouraging racism consciously and
subconsciously. It is essential to shed light on the structural barriers that contribute to an increased
dropout rate among male minorities from the four year setting.
Systematic Barriers
Systematic barriers of success for Latino and African American Learners in high School
includes differing indirect and direct discriminatory treatment and expectations as compared to
other ethnic counterparts. Good, Aronson and Inzlicht (2003) state that factors that have been
suggested include teacher expectations and cultural stereotypes that affect cognitive abilities such
as, “stereotype threat”. In particular, African American male students are more susceptible to racial
and gender stereotypes as well as, structural barriers to authentic academic achievement ( McMillian
et al., 2016) . Furthermore, the urban and suburban setting for alternative education differ. In the

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urban environment, the focus is on academic failure among predominantly minority populations
( Quinn et al., 2006) . However, in the suburban setting, innovative instructional practices are
pushed ( Quinn et al., 2006) . The traditional school system has been suggested to not be well
equipped to address the needs of diverse students. Alternative education students reported feeling a
heightened sense of respect, belonging and fairness at their non-traditional placement. Additionally,
learners felt that administrators were fairer and treated them with dignity as opposed to the
traditional placement.
According to Thompson and Gregory (2011), perceived discrimination is felt in the
beginning of high school and thus, may impact learners sense of belongingness at school.
Perceived discrimination is defined as, “the belief that one has been treated unfairly based on race”
( Thompson & Gregory, 2011) . African American students reported higher rates of perceived
discrimination as compared to Latinos and Asian students ( Thompson & Gregory, 2011) . Drop out
may occur due to the educational organization’s covert discriminatory behaviors. African American
students are disportionately disciplined compared to their non-minority peers and graduate at 50%
with a traditional high school diploma ( Thompson & Gregory, 2011) . Higher education access,
equity to resources and economic opportunities are greatly impacted among African American
youth.
Halx and Ortiz (2011) also report that the educational system is a significant contributor to
the underachievement of Latinos. Latino students expressed the desire for more meaningful
connections to key stakeholders such as, teachers and staff to increase achievement. Sorhagen
(2013) adds that the intellectual development of learners can be impacted by educators. Low
teacher expectations and the perception of lower academic expectations is most impactful on low

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socioeconomic learners as well as minorities ( Sorhagen, 2013) . Low academic expectations among
first grade low socioeconomic students negatively impacted their high school performance
( Sorhagen, 2013) . Zhu, Urhahne and Rubie-Davies (2017) stated that the judgements of educators
impacts the academic achievement of minority learners. The perception of negative teacher
expectations also contributed to negative academic achievement, student’s expectancy for success
and aspiration levels (Zhu, Urhahne & Rubie-Davies, 2017).
In sum, Latino and African American male students endure a vast amount of systematic
and legislative barriers that hinder their overall academic success in the traditional setting.
However, external barriers such as the dis-identification process that are beyond their control are
essential to examine in order to gain a holistic view of the minority male’s academic journey.
Disidentification of Latino and African American Male Learners in the Traditional Four
Year High School Settings
Re-Engagement/Disidentification
A central mission in the alternative setting is to re-engage male Latino and African
American learners through a variety of means who have academically disengaged and thus,
disidentified from their education. Disengagement among male continuation students is viewed as
resistance to the educational system and routines that they believe has neglected, disrespected and
not provided them with equitable academic services (Deed, 2008; Malagon, 2010) . Disengagement
is a process that takes time to occur along with a variety of negative experiences for the learner
( Main & Whatman, 2016) . Additionally, pedagogy is a contributor to dis-engagement among
students ( Deed, 2008) . High school students risk of failure and lower academic achievement can
be from identified as disengagement at the middle school level ( Main & Whatman, 2016) .

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Therefore, impacting their social and economic standing. Also, disengagement at a young age in
middle school leads to higher risk for dropout at the high school level and learners are not able to
fully compete on a global economic level ( Main & Whatman, 2016; Robinson & Smyth, 2016).
Students who have disengaged state that they do not feel valued and a meaningful sense of
belonging at their school ( Main & Whatman, 2016) . Influences that contribute to engagement
include individual traits of the learner, parents, peers, community and teachers ( Deed, 2008) .
Re-engagement, a diverse process within a variety of alternative settings ultimately supports
academic achievement and the personal development for minority males within the public
education system. Re-engaged learners are found to be more positive and motivated ( McDermott et
al., 2016) . Effective academic goals, utilizing problem solving skills and less disengagement
methods are employed among students with a higher level of hope and persistence ( McDermott et
al., 2016) . Persistence and hope, a two factor structure was found to impact re-engagement among
students ( McDermott et al., 2016) . As a higher rate of persistence was reported among students,
cognitive attention was also increased ( McDermott et al., 2016) . All students begin school with
identification of being a student ( McMillian et al., 2016) . African American boys, not girls begin to
dis-identify with their student identification ( McMillian et al., 2016) . According to Polidano,
T abasso and Tseng (2013) r e-engagement in the academic structure was found to be more
successful for dis-identified students when the educational program centered on post high school
career goals as well as an earlier return to the academic setting.
In sum, disengagement is perpetuated by the educational system, not personally
constructed. The disengagement of minority students has lasting implications on the education

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levels attained, workforce and personal success of students. Disengagement practices from an
institutional lens is therefore, critical to examine.
Organizational (Administrative) Leadership
Administrative leaders in the traditional and alternative setting have the ability to establish a
proactive campus culture that supports learners remaining in school and encouraging their
re-engagement. Hemmer, Madsen and Torres (2013) report that school administrators and leaders
must be held accountable for creating impactful learning opportunities and guiding academic
achievement among alternative education learners. Issues centered on equity may be present when
a lack of academic achievement is reported (Hemmer, Madsen & Torres, 2013). Alternative
education leaders utilize higher academic standards in an effort to promote equity, access and
increased graduation rates (Hemmer, Madsen & Torres, 2013). Additionally, systematic and
program based interventions possess the ability to decrease high school dropout ( Stanard, 2 003) .
Prior to drop out occurring, school administrators, staff and school and community counselors must
take a collaborative effort to intervene ( Stanard, 2 003) . Student evaluations that are proactive in
assessing for potential leading risks of dropout that is being exhibited by a learner is a systematic
program effort ( Stanard, 2 003) . Academic support is one of the main ingredients of a successful
intervention program ( Stanard, 2 003) .
According to Scanlan and Theoharis (2016) knowledge and skills are needed among
organizational leaders and site administrators to truly build an inclusive environment for diverse
populations. Marginalized student subgroups include being of color, of non-European heritage, of
low socioeconomic status, non-Christian, lesbian/ gay / bisexual / transgender (LGBT), of limited
proficiency in English or with a special need or disability in the educational system (Scanlan &

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Theoharis, 2016). Furthermore, n egative stigmas regarding the alternative education setting are
present. Kim and Taylor (2008) report that negative stigmas centered on alternative education
include that the establishments are for at-risk youth, those with past criminal records, have
behavioral issues and are overall not on track for graduation. These negative outlooks regarding
alternative schools are detrimental to student achievement that allows learners to thrive (Kim &
Taylor, 2008). Equal and equitable education is not directly correlated to a caring and safe
academic setting (Kim & Taylor, 2008). An ethical caring setting must be established through
dialogue, practice and confirmation. Policies should include the voices of both the students and
teachers (Kim & Taylor, 2008). A non-authoritative approach in which administrators exercise
flexibility for issues that arise is also critical in promoting a positive academic setting ( Quinn et al.,
2006) .
In all then, the dis-identification process instigated by the organizational practices for male
Latinos and African American learners hinders their academic success. A leading discrepancy
found in the educational system that also contributes to dis-identification relates to discriminatory
discipline methods and practices among minority student sub groups.
Discipline Discrepancies
A discrepancy in disciplinary methods and treatment towards male minorities is evident in
the public school system. According to Booker and Mitchell (2011), the “Discipline Gap” refers to
the overrepresentation of African Americans in discipline, the proportional representation of
Latinos and underrepresentation of Whites. Zero tolerance policies were put into place by the
federal government in the early 1990’s in an effort to reduce violence ( Booker & Mitchell, 2011) .
Zero tolerance policies allow administrators to implement punitive and judicial forms of

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punishment upon students such as Disciplinary Alternative Education Placement Setting (DAEPS)
( Booker & Mitchell, 2011) . Tolerance level for inappropriate behavior is lower for minority and
older students. African Americans were more often suspended for disobedience, disruptive
behavior, fighting and inappropriate behavior ( Booker & Mitchell, 2011) . Scanlan and Theoharis
(2016) add that discrepancies in treatment often occur among groups of color, of non-European
heritage, of low socioeconomic status, non-Christian, lesbian / gay / bisexual / transgender
(LGBT), of limited proficiency in English, or with a special need or disability. Privileged groups
typically include White, of European heritage, of moderate to high socioeconomic status, Christian,
heterosexual, native English speaking, and without disability within our educational system
(Scanlan & Theoharis, 2016). Low expectations and a deficit based method is often utilized
towards marginalized sub groups (Scanlan & Theoharis, 2016).
According to Jordan (2017), minorities in our school system often struggle for power,
inclusion, and access to resources and are often labeled as “delinquents”. Delinquency is
categorized as a disability or non-conformity to white, middle class standards ( Jordan, 2017) .
Therefore, a cultural context of the time is important to consider when one is labeled “delinquent”.
An individual may be considered delinquent in one culture but not in another ( Jordan, 2017) .
Schooling would be used to train a group of people to conform to the standards of society ( Jordan,
2017) . A variety of reform-based schools, the juvenile justice system were established and continue
to receive tremendous funding to help “at-risk” youth ( Jordan, 2017) .
Modern causes are often attributed to social factors, lack of consistent meaningful
relationships and the increased need to respond to societal disorganization ( Jordan, 2017) .
Furthermore, gang culture is also another potential cause of delinquency ( Jordan, 2017 . Youth

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learn how to be delinquent when in an environment that has established the expectation to be
delinquent ( Jordan, 2017) . Gender differences also exist when examining delinquency. Males are
more often labeled than females ( Jordan, 2017) . Researchers believe that low socioeconomic status
is not correlated with delinquency rather, it is the setting the youth is in ( Jordan, 2017) . According
to Whitcomb, Hefte r and Barker (2016) Positive Behavioral Intervention and support (PBIS) is a
behavior management approach that encourages clear behavioral goals, expectations and positive
interactions among students and staff. A decrease of office disciplinary referrals was evident in the
continuation setting when implemented ( Whitcomb, Hefte r & Barker, 2016) .
Thus, broader external factors from the immediate micro and meso systems contribute to
the pathway of dis-identification among male minority learners. The intensity of personal
motivation is reportedly impacted among male Latino and African American youth.

Underdevelopment of Personal Motivation among African-American and Latino
Alternative Learners
Theoretical Perspectives (Self-Determination)
A significant area of underdevelopment among male minority alternative learners includes
social emotional learning and regulation. Self-Determination Theory (SDT) provides an
understanding of the underdevelopment of personal motivation. Self Determination Theory is
assessed with lowering the chances of dropout among learners ( Alivernini & Lucidi, 2011) .
According to Fan and Wolters (2014) SDT suggests that self-determination and confidence among
learners will account for the different levels of personal motivation to graduate. Higher perceived
confidence among students affected their intentions to stay and persist in school (Fan and Wolters,
2014). At school, SDT is hindered by teachers who are too rigid, controlling and/or monitoring

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students too closely ( Alivernini & Lucidi, 2011) . Also, due to a heightened experience of
organizational barriers and stereotypes, African American males experience challenges centered on
the positive development of their self-esteem and personal motivation (Mc McMillian et al., 2016).
Academic dis-identification occurs among male African American learners as a result
(Mc McMillian et al., 2016). Autonomous opportunities and skill building promote SDT ( Alivernini
& Lucidi, 2011) . When students develop a positive skill set which promotes self-regulatory
behavior, it decreases dropout and promotes self-efficacy ( Alivernini & Lucidi, 2011) . Social
emotional strategies to assist learners with combating the usage of destructive coping mechanisms
is being utilized in the educational setting.
Social emotional learning
Social Emotional Learning and intervention is promoted among alternative education.
Self-Monitoring Theory describes a discrepancy between achievement and performance at school
due to low tendency among minority learners to engage in self-monitoring behaviors (Covarrubias
& Stone, 2015). Therefore, social emotional programs may combat the process of disengagement
( Main & Whatman, 2016) . An incorporation of developing a learner’s self-awareness,
self-management, social awareness, relationship, and appropriate decision-making skills ( Main &
Whatman, 2016) . Positive emotions are associated with higher engagement, self-regulation and
motivation ( Main & Whatman, 2016) . Furthermore, an alternative setting in the United Kingdom
which mirrors that of United States schools was used to assess instructional practices that promote
self-regulation to increase re-engagement ( Putwain , Nicholson & Edwards, 2016) . Affective,
cognitive and behavioral aspects are interrelated in the disengagement journey. Affective is the
positive or negative feelings students have towards their schooling ( Putwain , Nicholson &

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Edwards, 2016) . Cognitive refers to the critical thinking ( Putwain , Nicholson & Edwards, 2016) .
Thirdly, behavioral is participation, involvement and effort. Disengagement and therefore,
re-engagement is a long process ( Putwain , Nicholson & Edwards, 2016) . The self-regulated
learning theory (SRL) was applied. Effort and persistence is reportedly increased when SRL
techniques are used by learners ( Putwain , Nicholson & Edwards, 2016) . The development of
self-awareness along with a culturally relevant pedagogical approach was found to increase rates of
graduation among Black urban youth in an alternative setting according to Slaten et al. (2016) .
Teacher empathy, unconditional positive regard, genuineness, non-directivity, and the
encouragement of critical thinking is promoted ( Slaten et al., 2016) . Learners reported a greater
sense of self in the domains of critical consciousness, vocational identity development and internal
resiliency skills ( Slaten et al. (2016) .
In sum, social emotional learning and strategies have been used to assist with the
challenging process of re-engagement among minority learners. Self-regulated techniques are key
tools for learners to increase persistence towards their academic goals. In the classroom, teaching
culturally relevant pedagogy is being utilized among educators to re-engage alternative learners.
Re-Engagement through Pedagogy.

Definition of College and Career Readiness (for alternative youth)
A variety of instructional strategies and culturally relevant pedagogical approaches can be
employed to increased re-engagement among male minority continuation youth. College and career
readiness is reflected differently in the alternative setting due to learners potentially not being able
access UC and CSU placements. According to Greene and Winters (2005), College readiness
typically includes three significant components among learners. First, students must graduate high

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school ( Greene & Winters, 2005) . Secondly, certain courses must be passed and lastly, students
must demonstrate the basic literacy skills ( Greene & Winters, 2005) . In 2001, 32% of US high
school graduates were qualified to attend a four year high education ( Greene & Winters, 2005) .
Racial differences exist among graduates. 20% of all black students and 16% of all Hispanic
students are able to attend a four year institution upon high school graduation ( Greene & Winters,
2005) . The collective understanding of what skills are needed to be truly “college and career”
ready are reportedly unclear ( Greene & Winters, 2005) . Quinn et al. (2006) stated that a school
climate can be created that is positive and promotes academic success among alternative education
learners. Administrators, teachers and staff who treat students fairly, in a flexible manner and in a
non-authoritative approach is vital (Quinn et al., 2006). A study examined how effective the
alternative education setting is based on four student outcomes: school attendance, credits earned,
number of office referrals, and number of suspensions (Wilkerson et al., 2016). According to
Wilkerson et al. (2016), an academic remediation focused continuation setting was found to have
lower attendance rates, but allowed students to earn significantly more credits. The ability to earn
more credits allowed students to graduate (Wilkerson et al., 2016).
In all then, the notion of college and career readiness is different and unclear for alternative
students. A discrepancy exists in four year college attendance among minority learners.
Furthermore, in the continuation setting, organizational factors can influence academic
achievement. Innovative instructional approaches are used to assist in the re-engagement journey of
alternative education learners.
Instructional Re-Engagement

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A variety of instructional strategies are employed to guide the re-engagement process
among male Latino and African American youth. According to Hardre and Reeve, (2003) a
classroom that is autonomy-supportive by its educator was found to positively develop
self-determined motivation and perceived competence. As a result, dropout rates were decreased
( Hardre & Reeve, 2003) . Motivation is suggested to be a key factor in hindering dropout ( Hardre
& Reeve, 2003) . Slaten et al. (2016) suggest that the development of self-awareness along with a
culturally relevant pedagogical approach was found to increase rates of graduation among Black
urban youth in an alternative setting. Black cultural education includes discussions of key figures
and lessons that are centered on the cultural background of African Americans (Slaten et al., 2016).
Students reported that it was a personal motivator and important to their success (Slaten et al.,
2016). Additionally, a social justice class within an alternative education setting was evidence to
support high student attendance rates, active student participation, an heightened level of student
engagement ( Nygreen, 2010) . Lastly, Project Co-Operative Federal for Educational Experience
(COFEE) where students are taught career technical skills to prevent dropout and increase
re-engagement is a national model ( Flannery, Kopkowski & Rosales, 2008) . The relevance of
coursework is able to be exhibited to students through occupational education ( Flannery,
Kopkowski & Rosales, 2008).
Thus, a prominent focus on the development of socio-regulatory behavior has increased
student re-engagement in the academic setting. Furthermore, promising practices among students
who have re-identified as active high school alternative learners have been identified as causes for
success.
Summary

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Drop out among male minority learners from the traditional setting is attributed to a variety
of interconnected push and pull factors. Historically, the No Child Left Behind Act (2001) has
been one of the most detrimental to the achievement of male minority students. Institutional
practices contribute to disciplinary discrepancies and lack awareness of the discriminatory practices
often employed among minority students. Critical Race Theory has been instrumental in shedding
light on the societal inequalities and discriminatory practices employed among organizations.
Additionally, alternative learners face challenges unique to their setting. However, the alternative
setting has been influential in leading the re-engagement process through innovative instructional
strategies towards students meeting their academic goals such as, graduation. The traditional four
year high school setting has adopted the “College and Career Readiness” approach, but the
definition remains unclear for the alternative setting ( Greene & Winters, 2005) . The Clark and
Estes (2008) Gap Analysis framework is used as the conceptual framework to examine the issue
further.
Conceptual Framework
This case study will use the Clark and Estes (2008) gap analysis model as its conceptual
framework. The Clark and Estes framework is a process model that identifies problems, or gaps
and solutions through a knowledge, motivational and organizational lens. There are three
approaches in the framework - improvement, innovation and promising practices. The promising
practice approach is what is employed for this research. Assets, rather than “gaps” that are
employed within the organization are examined and how these promising practices contribute to
alleviating a larger systemic issue.

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In the areas of knowledge, motivation, and organizational culture and climate, a variety of
influences for a promising practice are identified (Clark & Estes, 2008; Rueda, 2011). Three areas
will be taken into account for the investigation of the performance (a) personal knowledge,
informal observations and interviews (b) learning, motivation and organization theory; and (c) a
review of the pertinent literature. The preliminary analysis regarding the emergence of the
identified promising practice tend to reveal many potential sources. However, further deliberate
research must be performed in an effort to validate the exact influences. As validation of the
potential organizational influences occurs, specified recommendations can be developed and
applied.
In the current case, the Clark and Estes (2008) framework is adapted so that the influences
examined are represented as assets that contribute to the high performance graduate rate examined
in the study. To support the study, the following review of literature is presented in three
predominate sections per the Clark and Estes (2008) framework: knowledge, motivation, and
organization.
Stakeholder Knowledge, Motivation and Organizational Factors
Knowledge and Skills
According to Anderson and Krathwohl et al. (2001), there are four types of knowledge: (1)
factual, (2) conceptual, (3) procedural, and (4) metacognitive. Factual knowledge consists of
learners knowing the foundational elements of a discipline. Conceptual knowledge is the learner's
ability to know how the basic elements of information connect and function within a larger
structure. Thirdly, procedural knowledge is classified as knowledge of the methods of how to do a
task. Metacognitive knowledge is defined as self-awareness of one’s own learning process.

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As outlined by Anderson and Krathwohl et al. (2001), this study will use key research in
analyzing knowledge and skills of the stakeholder, male Latino and African American learners of
Midway Continuation High School. Critical behaviors of the stakeholder will be examined by
utilizing these four types of knowledge in an effort to understand the literature and to categorizing
learners’ behaviors into the predominant knowledge types.
Declarative factual knowledge influences . According to Anderson and Krathwohl et al.
(2001), declarative factual knowledge is defined as knowing the basic elements that the experts
employ when communicating in their fields, understanding it, and organizing it appropriately.
There are three types of knowledge. Stakeholders must know the knowledge of terminologies,
knowledge of specific details, and knowledge of elements. Latino and African American males at
Midway need to know the three basic forms of knowledge in an effort to successfully graduate.
The assumption might be that learners have demonstrated thus far, that declarative factual
knowledge is potentially strong based on the high graduation rate among the student population.
Students need to pass all six classes with a C or better. Students know the content of the
course. Students know the appropriate California State Standards they are attempting to master
in class. Students know the course expectations and structure of the course. Students must
acquire a “C” or better in their high school courses to qualify to attend a four year higher education
institute and demonstrate that “College and Career Readiness” skills have been developed.
According to Greene and Winters (2005), “college and career readiness” is often vague in the field
of education. Two identified aspects compose college readiness. One in particular, is that specific
courses must be passed (Greene & Winters, 2005). Secondly, basic literacy skills must be
demonstrated among learners (Greene & Winters, 2005). In addition, Wilkerson et al. (2016)

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analyzed the academic impact of an alternative setting. One outcome that was examined was
credits earned towards graduation (Wilkerson et al., 2016). In the alternative setting, the ability to
earn more credits allowed students to graduate (Wilkerson et al., 2016).
Students will have a weekly 90% or better attendance rate. Students know the attendance
policy. High attendance rates in the academic setting positively impacts students’ academic
achievement. According to Wilkerson et al. (2016), a key component of effectiveness among an
alternative education setting that was assessed is school attendance. Nygreen (2010) added that
students demonstrated high student attendance, active student participation, and a heightened level
of student engagement in the alternative education setting especially when a social justice based
curriculum was adopted.
Using self-regulation strategies to promote mental effort in alternative based courses.
Students know what self-regulation strategies and behaviors are. Self-regulatory strategies assist
students with their personal motivation in the academic setting. According to Putwain, Nicholson
and Edwards (2016), the components, processes and methods of the self-regulation theory was
assessed in the alternative setting. An increase in student’s effort and persistence was evidenced
when self-regulatory strategies were taught (Putwain, Nicholson & Edwards, 2016). Furthermore,
Main and Whatman (2016) state that disengagement could be alleviated through social emotional
programs. An incorporation of developing a learner’s self-awareness, self-management, social
awareness, relationship, and appropriate decision-making skills.
Although college and career readiness is vague among the alternative setting, key literacy
skills and courses must be acquired prior to graduation. Engagement in the school culture and
pedagogy increases student attendance in the alternative setting. Persistence was found to increase

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with the encouragement of learners using self-regulatory skills. Furthermore, key relationships,
especially among school content and a learner’s college and career aspirations is important to
analyze.
Conceptual knowledge influences. Anderson and Krathwohl (2001) describe conceptual
knowledge as the understanding of categories, classifications, and the relationships among them.
Interrelationship and connections among the declarative factual knowledge elements is also
conceptual knowledge. Stakeholders at Midway most likely know that the course content is related
to college and career readiness.
Students need to pass all six classes with a C or better. Students know how the content of
each course relates to their personal lives. Students know how passing courses enables them to
be college and career ready. Students know the relationship between passing courses and
graduation. In the re-engagement process among alternative youth, meaningful connections to the
academic content and personal career and college goals is critical. Greene and Winters (2005)
report that upon graduation from high school, 20% of all black students and 16% of all Hispanic
students are able to attend a four year institution. Therefore, in an effort to ensure college readiness,
three criterias must be acquired by students (Greene & Winters, 2005). First, students must
graduate high school (Greene & Winters, 2005). Secondly, certain courses must be passed and
lastly, students must demonstrate the basic literacy skills (Greene & Winters, 2005). Slaten et al.
(2016) state that the development of self-awareness along with a culturally relevant pedagogical
approach was found to increase rates of graduation among Black urban youth in an alternative
setting. Learners reported a greater sense of self in the domains of critical consciousness, vocational
identity development and internal resiliency skills (Slaten et al., 2016). Specifically, Latino students

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expressed the desire for more meaningful connections to key stakeholders such as, teachers and
staff to increase academic achievement towards graduation (Halx & Ortiz, 2011). According to
Wilkerson et al. (2016), more students passed and therefore, earned more credits to graduate in the
alternative setting. Students found value in the academic setting when the goals were framed in a
future career framework (Polidano, Tabasso & Tseng, 2013).
Students will have a weekly 90% or better attendance rate. Students know how regular
attendance enables them to be college and career ready. Students know the consequences of not
attending classes regularly. Students know the relationship between attending their courses
regularly and graduation. Attendance rates impact alternative learners’ academic achievement as
well as, higher education rates among minority subpopulations. Greene and Winters (2005) report
that there is a racial discrepancy identified among graduates and four year college attendance. It's
reported that in 2001, 32% of US high school graduates were qualified to attend a four year high
education. 20% of all black students and 16% of all Hispanic students are able to attend a four year
institution upon high school graduation. Additionally, college readiness was assessed based on
three components. Specifically, students attending school and therefore, contributing to the
development of skills and progress towards graduation (Greene & Winters, 2005). According to
Wilkerson et al. (2016), lower attendance rates were reported through the academic remediation
focused alternative setting. An increase in credits was found compared to traditional settings
(Wilkerson et al., 2016).
Using self-regulation strategies to promote mental effort in alternative based courses.
Students know that employing self-regulation strategies will assist with their mental effort.
Students know the relationship between self-regulation and positive academic achievement.

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Self-regulatory skills assist learners within the academic setting. According to Alivernini and
Lucidi, F. (2011), drop out is lowered and self-efficacy is increased when learners develop
self-regulatory behaviors. Additionally, academic achievement is based on the development of
self-determination and confidence according to the self-determination theory (Fan & Wolters,
2014). The employment of self-regulatory skills demonstrated an increase in students’ effort and
persistence towards academic achievement as stated by Putwain, Nicholson and Edwards (2016).
In sum, the academic achievement of alternative learners is encouraged through
incorporating culturally relevant pedagogy and strategies to increase their self-awareness. College
readiness, in particular is different for the alternative setting. Additionally, racial discrepancies
continue to exist at the four year college level with an underrepresentation of minority learners.
Self-regulatory skills are found to increase academic achievement among alternative learners.
Critical behaviors also must be examined from a procedural knowledge lens.
Procedural knowledge influences. According to Anderson and Krathwohl (2001),
procedure knowledge is the “knowledge of how.” It is the understanding and knowing of how to
do a task (Anderson & Krathwohl, 2001) as well as how to inquire, and what the criteria is for
implementing the skills and techniques (Anderson & Krathwohl, 2001). Procedure knowledge is
also the awareness of steps in order to achieve a goal.
Our key stakeholder, Latino and African American males at Midway have potentially
demonstrated that they know how to pass their courses, attend their classes and employ
self-regulatory strategies. Therefore, contributing to the high graduation rate reported by the school,
making it a promising practice as compared to regional continuation sites.

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Students need to pass all six classes with a C or better. Students know how to access their
syllabus, be organized with deadlines, turn in designated work, check their databases to monitor
their grades, conduct a meeting with their teacher if their grade is below a C and put in a
counselor request for any socio-emotional/self-regulatory issues affecting performance. Students
need to develop a positive skill set in an effort to thrive within the academic environment.
According to Alivernini and Lucidi (2011), when students develop a positive skill set which
promotes self-regulatory behavior, it decreases dropout and promotes self-efficacy. At school, the
development of self-determination is hindered by teachers who are too rigid, controlling and/or
monitoring students too closely. Autonomous opportunities and skill building promote the
self-determination theoretical approach. Additionally, Covarrubias and Stone (2015) suggest that
self-monitoring and regulating behaviors were evidence to be lower among Latinos. Therefore, the
academic achievement towards graduation may be jeopardized. Confidence and intrinsic
motivation for tasks can impact students’ academic goals and raise expectations (Fan & Wolters,
2014). According to Harde and Reeve (2003), a classroom that is autonomy-supportive by its
educator was found to positively develop self-determined motivation and perceived competence.
Dropout rates are thus challenged.
Students will have a weekly 90% or better attendance rate. Students know how to get to
their classes. Students know how to access transportation. Student attendance is influenced by
accessibility and school culture. According to Quinn et al. (2006), a school climate can be created
that is positive and promotes academic success among alternative education learners. Also, a
positive school climate assists students with the access they need to graduate ( Quinn et al., 2006) .
Routines at school are rejected among students who do not feel a sense of belonging ( Deed, 2008) .

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Influences that contribute to engagement include individual traits of the learner, parents, peers,
community and teachers ( Deed, 2008) . A positive sense of belongingness may heighten student
“buy in” to be in attendance ( Deed, 2008) . Kim and Taylor (2008) state that an equal and equitable
education is not directly correlated to a caring and safe academic setting. In order for students to
feel comfortable attending school, the cultural setting developed on campus is important (Kim &
Taylor, 2008).
Students are using self-regulation strategies to promote mental effort in alternative based
courses. Students know how to employ self-regulatory strategies when needed and submit a
counselor request for any socio-emotional/self-regulatory issues affecting performance.
Self-regulation skills must be employed in an effort to increase academic achievement. According
to Main and Whatman (2016), social emotional programs may combat the process of
disengagement. Furthermore, the self-regulated learning theoretical processes was applied in the
alternative setting an effort to assist students in their learning (Putwain, Nicholson & Edwards,
2016). An incorporation of developing a learner’s self-awareness, self-management, social
awareness, relationship, and appropriate decision-making skills is critical in building social and
emotional efficacy as well as re-engagement among learners (Main & Whatman, 2016).
All in all, the development of a positive skill set such as, self-regulatory behaviors among
alternative learners is crucial to their academic achievement. A campus culture is a key factor on
the development of students’ routines and attendance. Disengagement is lowered among students
who employ self-regulatory strategies. However, the ability to reflect on one’s knowledge and
learning is also crucial for positive achievement among learners.

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Metacognitive knowledge influences . Metacognitive knowledge is defined by Anderson
and Krathwohl (2001) as the knowledge and awareness of one’s own cognitive processes. It is the
knowledge of how learning is achieved and controlled by the learner (Anderson & Krathwohl,
2001). The stakeholders for this study have demonstrated, assumingly a high ability to utilize
metacognitive skills based on their positive academic achievement.
Students need to pass all six classes with a C or better. Students reflect on the process,
their goal, status and planning. A process of reflection in the classroom setting is found to
improve the academic performance of alternative learners. According to Putwin, Nicholson and
Edwards (2016), the self-regulated learning theory which incorporates reflection and goal planning
was utilized in continuation school. Positive emotions are associated with higher engagement,
self-regulation and motivation (Main & Whatman, 2016). Dougherty and Sharkey (2017) reported
that “Reconnecting” youth curriculum was found to be associated with higher GPA for different
types of students, reverse the path of disengagement and increase emotional competence. Teacher
empathy, unconditional positive regard, genuineness, non-directivity, and the encouragement of
critical thinking encourages positive academic achievement according to Slaten et al. (2016).
Students will have a weekly 90% or better attendance rate. Students reflect on the value
of attending school regularly, how it assists with meeting graduation requirements and
enhances the development of their skills. Students who engage in reflection of their goals and the
value of regular school attendance have greater academic success. According to Main and
Whatman (2016) social emotional programs may combat the process of disengagement. An
incorporation of developing a learner’s self-awareness, self-management, social awareness,
relationship, and appropriate decision-making skills is imperative in supporting the development of

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self-regulation among alternative youth. Additionally, an increase in emotional competence and
social support was reported when “Reconnecting” youth curriculum was used (Dougherty &
Sharkey, 2017). Furthermore, Putwain, Nicholson and Edwards (2016) report that effort and
persistence is increased when self-regulatory techniques are used by learners. Learners reported a
greater sense of self in the domains of critical consciousness, vocational identity development and
internal resiliency skills when a humanistic approach which incorporates reflection was used
(Slaten et al., 2016).
Students are using self-regulation strategies to promote mental effort in alternative based
courses . Students reflect on the process, strategies, their goals and status as well as, planning.
Learners’ ability to process new content is strengthened by reflecting on their goals, problem
solving, planning and behaviors. According to Putwain, Nicholson and Edwards (2016),
self-regulatory coping skills was evidenced to have assisted students in managing their learning
processes. Furthermore, Slaten et al. (2016) report that the development of self-awareness along
with a culturally relevant pedagogical approach was found to increase rates of graduation among
Black urban youth in an alternative setting.
All in all, metacognition, reflecting on one’s own learning is instrumental in promoting
students’ academic achievement, attendance rates and self-regulatory skills. However, motivation
influences as related to the identified critical behaviors must also be analyzed.
Table 2
Summary of Assumed Knowledge Influences on Students’ Ability to Achieve the Performance
Goal
Assumed Knowledge Influences Research Literature

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Author, Year; Author, Year.
Declarative Factual (terms, facts, concepts)
CB 1 Stakeholder (Students) need to pass all
six classes with a C or better.
Greene & Winters (2005); Wilkerson et
al. (2016)
-CB 1: Students know the content of the course

-CB 1: Students know the appropriate
California State Standards they are attempting
to master in class.

-CB 1: Students know the course expectations
and structure of the course.

CB 2 Students will have a weekly 90% or
better attendance rate.
Wilkerson et al. (2016); Nygreen
(2010)
-CB 2: Students know the attendance policy.
CB 3: Using self-regulation strategies to
promote mental effort in alternative based
courses

Main & Whatman (2016); Putwain,
Nicholson & Edwards (2016);
-CB 3: Students know what self-regulation
strategies and behaviors are.

Declarative Conceptual (categories, process
models, principles, relationships)
CB 1 Stakeholder (Students) need to pass all
six classes with a C or better.
Slaten et al. (2017); Wilkerson et al.
(2016); Greene & Winters (2005); Halx
& Ortiz (2011); Polidano, T abasso &
Tseng (2013)
-CB 1: Students know how the content of each
course relates to their personal lives.

-CB 1: Students know how passing courses
enables them to be college and career ready.

-CB 1: Students know the relationship between
passing courses and graduation.

CB 2 Students will have a weekly 90% or
better attendance rate.
Greene & Winters (2005); Wilkerson et
al. (2016)

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-CB 2: Students know how regular attendance
enables them to be college and career ready.

-CB 2: Students know the consequences of not
attending classes regularly.

-CB 2: Students know the relationship between
attending their courses regularly and graduation

CB 3: Using self-regulation strategies to
promote mental effort in alternative based
courses
Alivernini & Lucidi (2011); Fan &
Wolters (2014); Putwain , Nicholson &
Edwards (2016)
-CB 3: Students know that employing
self-regulation strategies will assist with their
mental effort.

-CB 3: Students know the relationship between
self-regulation and positive academic
achievement.

Procedural
CB 1 Stakeholder (Students) need to pass all
six classes with a C or better.
Covarrubias & Stone (2015); Alivernini
& Lucidi (2011); Fan & Wolters
(2014); Dougherty, & Sharkey (2017);
Hardre & Reeve (2003)
-CB 1:Students know how to:
-Access their syllabus
-Be organized with deadlines
-Turn in designated work
-Check their databases to monitor their grades
-Conduct a meeting with their teacher if their
grade is below a C
-Put in a counselor request for any
socio-emotional/self-regulatory issues affecting
performance

CB 2 Students will have a weekly 90% or
better attendance rate.
(Access)
Quinn et al. (2006); Deed (2008);
Kim & Taylor (2008)
-CB 2: Students know how to get to their
classes.

-CB 2: Students know how to access
transportation.

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CB 3: Using self-regulation strategies to
promote mental effort in alternative based
courses
Main & Whatman (2016); Putwain,
Nicholson & Edwards (2016)
-CB 3: Students know how to:
-employ self-regulatory strategies when needed
-Put in a counselor request for any
socio-emotional/self-regulatory issues affecting
performance

Metacognitive
CB 1 Stakeholder (Students) need to pass all
six classes with a C or better.
Dougherty & Sharkey (2017); Main &
Whatman (2016); Putwain, Nicholson
& Edwards (2016); Slaten et al. (2016)
-CB 1: Reflect on the process, their goal, status
and planning.

CB 2 Students will have a weekly 90% or
better attendance rate.
Dougherty & Sharkey (2017); Main &
Whatman (2016);
Putwain, Nicholson & Edwards (2016);
Slaten et al. (2016).
-CB 2: Reflect on the value of attending school
regularly, how it assists with meeting
graduation requirements and enhances the
development of their skills.

CB 3: Using self-regulation strategies to
promote mental effort in alternative based
courses .
Putwain, Nicholson & Edwards,
(2016); Slaten et al. (2016).
-CB 3: Reflect on the process, strategies, their
goals and status as well as, planning

Motivatio n
General theory . In effort to determine motivation as a factor, active choice, persistence,
and mental effort must be investigated. Learning is increased when learners set personal goals,
monitor their own performance and use metacognitive strategies to heighten personal motivation
(Ambrose et al., 2010; Young & Anderman, 2006).

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Value . Clark and Estes (2008) defined value as certain preferences that influence
individuals to take on a course of action and increase persistence in the face of distractions. Value is
often described as an individual's beliefs as to the reasons they might participate in a task of choice
(Schunk, Meece & Pintrich, 2012). According to Clark and Estes (2008), values that individuals
believe will ultimately assist them will be utilized and those that are seen to be obstacles, are
rejected. Stakeholders, Latino and Black male learners at Midway, might have a variety of reasons,
or values, that perpetuate their academic achievement towards graduation.
Students need to pass all six classes with a C or better. Students value passing courses in
an effort to graduate. Learners developing a sense of value for their courses increases academic
achievement and motivation. According to Fan and Wolters (2014), a leading motivational theory,
the expectancy value theory states that unless learners believe they can graduate, they will put forth
the effort for the incentive, a diploma. Furthermore, disengagement reported by learners impacts
their sense of value and belonging in the academic setting (Main & Whatman, 2016).
Students will have a weekly 90% or better attendance rate. Students value regular
attendance to graduate. Daily attendance to school must be valued among learners to achieve their
goal of graduation. According to Fan and Wolters (2014), theories of motivation have centered on
intrinsic and extrinsic motivation and expectancy value perspectives in an effort to understand high
school dropout. Furthermore, disengagement at a young age will impact the attendance of learners
and thus, leads to higher risk for dropout at the high school level (Main & Whatman, 2016). Higher
perceived confidence among students affected their intentions to stay and persist in school (Fan &
Wolters, 2014).
Using self-regulation strategies to promote mental effort in alternative based courses.

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Students value using self-regulatory strategies in an effort to increase achievement towards
graduation. The development and practice of self-regulatory skills increasing learners’
achievement if it is valued. Alivernini and Lucidi (2011) report that when students develop a
positive skill set which promotes self-regulatory behavior, it decreases dropout and promotes
self-efficacy. Furthermore, an alternative setting in the United Kingdom was used to assess
instructional practices that promote self-regulation to increase re-engagement. The alternative
setting mirrors that of the United States alternative schools. Students had an increase in effort they
put forth in their achievement goals when self-regulation was incorporated into instructional
practices (Putwain, Nicholson & Edwards, 2016).
In sum, the value of academic achievement and the goal of graduation is impacted by
disengagement. Disengagement begins as early as middle school and is connected to lower
attendance rates as well as, drop out levels. Mental effort is positively impacted by learners
developing a greater sense of self efficacy and self-regulatory skills which may impact their value
level. An important motivational indicator of students meeting the goal to graduate and ultimately,
personally succeed is self-efficacy.
Self-efficacy. Bandura (2006) defines self-efficacy as judgement of the personal abilities to
organize and execute approaches that are essential to attain the desired types of performance.
Avoidance of the task likely occurs when an individual with low self-efficacy attend to a task
(Schunk, Meece & Pintrich, 2012). However, an individual who has developed a high sense of self
efficacy will follow through and participate in achieving the designated task (Schunk, Meece &
Pintrich, 2012). The confidence an individual possess is often utilized to measure an individual’s
self-efficacy. Confidence that is reportedly high usually signifies that an individual has a high sense

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of self efficacy as well. Therefore, the individual is more willing to engage in tasks that promote
the development of skills and overall capabilities (Bandura, 2006; Schunk, Meece, & Pintrich,
2012). Furthermore, those who report a lower sense of confidence denotes lower self-efficacy
which impacts their willingness to engage in tasks that develop their skills and acquisition of
knowledge (Bandura, 2006; Schunk, Meece, & Pintrich, 2012).
Students need to pass all six classes with a C or better. Students are confident they can
pass courses. The confidence level of students impacts their academic achievement. According to
Harde and Reeve (2003), a classroom that is autonomy-supportive by its educator was found to
positively develop self-determined motivation and perceived competence. As a result, dropout rates
were decreased (Harde & Reeve, 2003). Additionally, the “Reconnecting” youth curriculum was
found to be associated with higher GPA for different types of students and reverse the path of
disengagement. It was also reported that an increase their emotional competence was evident
(Dougherty & Sharkey, 2017).
Students will have a weekly 90% or better attendance rate. Students are confident they
can attend school every day. The confidence of alternative students is promoted by the
accessibility to earn more credits towards graduation therefore, impacting their attendance rates.
According to Wilkerson et al. (2016), academic remediation focused continuation settings were
found to report positive results among students. Reportedly, students were able to earn significantly
more credits which allows students to move towards the goal of graduation (Wilkerson et al.,
2016), thus impacting their attendance.
Using self-regulation strategies to promote mental effort in alternative based courses.
Students are confident they can use self-regulatory skills in their courses. Dropout rates were

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diminished among students who were an autonomy supported setting that encouraged
self-regulatory behavior. Harde and Reeve (2003) state that a classroom that is considered
autonomy-supportive of learners was found to positively develop self-determined motivation,
self-regulatory skills and perceived competence among students. As a result, dropout rates were
decreased (Harde & Reeve, 2003).
All in all, the academic success of alternative learners is heightened when an elevated level
of confidence is developed through their ability to pass courses as well as, be in autonomy driven
settings. Students’ emotional states can also influence their success in school.
Mood . According to Schunk, Meece and Pintrich (2012), mood can be positive or negative
with no leading prior cause. A mood is a general overarching feeling and often the origin of the
feeling can be unknown. A positive mood can invoke the feelings of enjoyment, hope, relief,
gratitude and admiration (Schunk, Meece, & Pintrich, 2012). Furthermore, a negative mood can
provoke the feelings of boredom, anxiety, disappointment and anger.
Students at Midway have an overall positive mood towards passing and attending classes
as well as, implementing self-regulatory strategies which has perhaps impacted the high graduation
rates.
Students need to pass all six classes with a C or better. Students feel positive about
passing courses. Higher engagement levels and overall positive emotional states among alternative
students is impacted by not just the classroom setting, but school climate as well. According to
Quinn et al. (2006), a school climate can be created that is positive and promotes academic success
among alternative education learners. Administrators, teachers and staff who treat students fairly, in
a flexible manner and in a non-authoritative approach impacts learner’s achievement as well

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(Quinn et al., 2006). Main and Whatman (2016) also add that positive emotions are associated with
higher engagement, self-regulation and motivation. Re-engaged learners are found to be more
positive emotionally and motivated (McDermott et al., 2016).
Students will have a weekly 90% or better attendance rate. Students feel positive about
attending Midway every day. Greater societal negative perceptions of alternative learners affects
their mood. According to Kim and Taylor (2008), negative outlooks regarding alternative schools
are detrimental to student achievement. Therefore, Harde and Reeve (2003) suggest that positive
development of self-determined motivation and perceived competence was heightened in
classrooms that are autonomy-supportive by its educator.
Students use self-regulation strategies to promote mental effort in alternative based
courses. Students feel positive about employing self-regulatory strategies. A positive mood is
important to establish in the classroom and greater climate to encourage the development of
self-regulatory behavior. Aliverini and Lucidi (2011) state that teachers who are too rigid,
controlling and/or monitoring students too closely negatively impact the development of
self-determination among learners. Rather, teacher behaviors that support students’ autonomy
promote self-determination in their learners (Aliverini & Lucidi, 2011). According to Main and
Whatman (2016), positive emotions are associated with higher engagement, self-regulation and
motivation. A classroom that is autonomy-supportive by its educator was found to positively
develop self-determined motivation and perceived competence as well as positively impact
decreasing dropout rates among learners (Harde & Reeve, 2003).
In sum, the emotional states of alternative youth impacts their academic achievement and
re-engagement in the setting. Additionally, societal perception of alternative learners also can

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impact their mood and lower positive feelings towards regular attendance. A leading motivational
theory, the attribution theory shed light on the personal causes of alternative learners’ achievement.
Attribution. In an effort to understand the promising practice, it is critical to understand
what to attribute the successes or failures of a desired task and its outcome. Schunk, Meece and
Pintrich (2012) describe attribution as the behaviors and expectancies of the perceived causes of
outcomes. The attribution theory states that individual beliefs must be examined in an effort to
understand the correlation between beliefs and motivation (Schunk, Meece, & Pintrich, 2012). The
attributions one possess greatly impacts the expected outcomes and its consequences.
In an effort to assess the high graduation rate among our key stakeholder, the organization
and personal attributions can impact the positive achievement reported by Midway. Achievement
beliefs that may reduce biases can be identified.
Students need to pass all six classes with a C or better. Students attribute their success or
failure in passing courses to their own efforts. Students have control of their academic success in
the alternative setting. According to Alivernini and Lucidi (2011), an individual’s perception on the
origin of their behavior is assessed using the Self Determination Theory and with lowering the
chances of dropout among learners. Additionally, Eckstein and Wolpin (1999) state that a lack of
personal motivation and general skills contributes to a greater instance of drop out. Learners may
be more inclined to drop out to work when they lack personal motivation to achieve in high school.
Fan and Wolters (2014) add that self-determination and confidence among learners will account for
the different levels of personal motivation to graduate.

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Students will have a weekly 90% or better attendance rate. Students attribute their
attendance to their own efforts. The individual efforts of students contributes to their attendance
rate. According to Eckstein and Wolpin (1999), learners may be more inclined to drop out to work
when they lack personal motivation to achieve in high school. In addition, self-determination and
confidence among learners will account for the different levels of personal motivation to graduate
( Fan & Wolters, 2014) . Higher perceived confidence among students affected their intentions to
stay and persist in school ( Fan & Wolters, 2014) .
Students use self-regulation strategies to promote mental effort in alternative based
courses . Students attribute their success or failure in courses to their own effo rt. Students’
personal effort and development of self-regulatory strategies is related to their academic
achievement in the alternative setting. Main and Whatman (2016) state that positive emotions are
associated with higher engagement, self-regulation and motivation. Putwain, Nicholson and
Edwards (2016) also add that learners affective, positive or negative feelings students have towards
their education, plays a significant role in their disengagement journey.
Based on the attribution theory, causes for the behavioral responses are centered on the
student themselves. Learners attribute their own success to their own efforts in class, attendance
and employing self-regulatory strategies to assist with their mental effort. Furthermore, another
leading motivational theory that is instrumental in understanding student achievement is the goal
orientation theory.
Goal Orientation. According to Dweck and Legget (1988), achievement goal orientation
theory is a leading motivational theory used to explain a student learning. It is defined as, the type
of goal in which an individual is working towards, impacts the means in which they pursue the set

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goal (Dweck & Legget, 1988). Furthermore, there are two proposed goal orientations, mastery and
performance-based (Janzow & Eison, 1990). Mastery goal orientation is described as, efforts by
the individual are to learn the skill and/or concept in a meaningful way (Janzow & Eison, 1990).
Mastery oriented learners are open to challenging tasks and view mistakes and failures as learning
opportunities. Performance oriented learners, however are predominantly interested in appearing
competent to their peers regardless if the skill and/or concept has been learned (Janzow & Eison,
1990). Learners will also prefer more familiar tasks and view mistakes and failures as a lack of
their overall ability (Janzow & Eison, 1990). Mistakes and failures are thus, avoided.
In the educational setting at Midway, assumedly mastery goal orientation is encouraged for
promoting greater academic and personal success.
Students need to pass all six classes with a C or better. Students engage in courses and
learn from their mistakes. A variety of self-monitoring behaviors as well as, a positive
student-teacher dynamic contributes to engagement and academic achievement. According to
Covarrubias and Stone (2015), there is perhaps a discrepancy of achievement and performance at
school due to a low tendency among Latinos to engage in self-monitoring behaviors, as described
by the self-monitoring theory. Fan and Wolters (2014) suggest that confidence and intrinsic
motivation for tasks can impact students’ academic goals and raise academic expectations. Learners
also reported a greater sense of self in the domains of critical consciousness, vocational identity
development and internal resiliency skills when teacher empathy, unconditional positive regard,
genuineness, non-directivity, and the encouragement of critical thinking is promoted (Slaten et al.,
2016).

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Students will have a weekly 90% or better attendance rate. Students attend courses and
understand that it will get them closer towards graduation. The classroom setting may impact
student initiative to attend courses for graduation. Slaten et al. (2016) report that among Black
urban youth in an alternative setting, a culturally relevant pedagogical approach was found to
increase rates of graduation.
Students use self-regulation strategies to promote mental effort in alternative based
courses. Students use self-regulatory behaviors and learn from their mistakes or failures.
Mistakes or failures are seen as learning opportunities when social emotional programs are
integrated into the classroom setting. Main and Whatman (2016) state that social emotional
programs may combat the process of disengagement. The incorporation of developing a learner’s
self-awareness, self-management, social awareness, relationship, and appropriate decision-making
skills in the program is essential (Main & Whatman, 2016). According to Putwain, Nicholson and
Edwards (2016), self-regulation includes mechanisms, processes and methods that students can
utilize in the alternative setting to manage their learning and experiences (Putwain, Nicholson &
Edwards, 2016). Furthermore, researchers suggest that learners’ affective, cognitive and behavioral
aspects are interrelated in the disengagement journey (Putwain, Nicholson and Edwards, 2016).
Affective is the positive or negative feelings students have towards their schooling (Putwain,
Nicholson & Edwards, 2016). Cognitive refers to critical thinking and behavioral is participation,
involvement and effort (Putwain, Nicholson & Edwards, 2016).
In sum, the academic setting is highly impactful when establishing student’s motivation and
self-regulatory behaviors. Disengagement can be altered with social emotional programs. The
social emotional programs also provide the opportunity for students to develop self-management

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techniques for learning. However, the assumed influences of the organization are also crucial to
assess in an effort to gain a holistic understanding of alternative learners’ achievement process.
Table 3
Summary of Assumed Motivation Influences on Students’ Ability to Achieve the Performance Goal
Assumed Motivation Influences Research Literature
Author, Year; Author, Year.
Value
CB 1 Stakeholder (Students) need to pass
all six classes with a C or better.
Fan & Wolters (2014); Main & Whatman
(2016)

-CB 1: Students value passing courses in an
effort to graduate.

CB 2 Students will have a weekly 90% or
better attendance rate.
Fan & Wolters (2014); Main & Whatman
(2016)
-CB 2: Students value regular attendance to
graduate.

CB 3: Using self-regulation strategies to
promote mental effort in alternative based
courses
Alivernini & Lucidi (2011); Putwain,
Nicholson & Edwards (2016)
-CB 3: Students value using self-regulatory
strategies in an effort to increase achievement
towards graduation.

Self-Efficacy
CB 1: Stakeholder (Students) need to pass
all six classes with a C or better.
Hardre & Reeve (2003); Dougherty &
Sharkey (2017)
-CB 1: Students are confident they can pass
courses.

CB 2: Students will have a weekly 90% or
better attendance rate.
Wilkerson et al. (2016).
-CB 2: Students are confident they can attend
school every day.

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CB 3: Using self-regulation strategies to
promote mental effort in alternative based
courses
Hardre & Reeve (2003)
-CB 3: Students are confident they can use
self-regulatory skills in their courses.

Mood
CB 1: Stakeholder (Students) need to pass
all six classes with a C or better.
McDermott et al. (2016); Quinn et al.
(2006); Main & Whatman (2016)
-CB 1: Students feel positive about passing
courses.

CB 2: Students will have a weekly 90% or
better attendance rate.
Kim & Taylor (2008); Hardre & Reeve
(2003)
-CB 2: Students feel positive about attending
Midway every day.

CB 3: Using self-regulation strategies to
promote mental effort in alternative based
courses
Alivernini & Lucidi (2011); Main &
Whatman (2016); Hardre & Reeve (2003)
-CB 3: Students feel positive about
employing self-regulatory strategies.

Attribution Theory
CB 1: Stakeholder (Students) need to pass
all six classes with a C or better.
Alivernini & Lucidi (2011); Eckstein &
Wolpin (1999); Fan & Wolters (2014)
-CB 1: Students attribute their success or
failure in passing courses to their own efforts.

CB 2: Students will have a weekly 90% or
better attendance rate.
Eckstein & Wolpin (1999); Fan & Wolters
(2014); Putwain, Nicholson & Edwards
(2016)
-CB 2: Students attribute their attendance to
their own efforts.

CB 3: Using self-regulation strategies to
promote mental effort in alternative based
courses .
Main & Whatman (2016); Putwain ,
Nicholson & Edwards (2016)
-CB 3: Students attribute their success or
failure in courses to their own effort.

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Goal Orientation
CB 1: Stakeholder (Students) need to pass
all six classes with a C or better.
Covarrubias & Stone (2015); Slaten, et al.
(2016); Fan & Wolters (2014)

-CB 1: Students engage in courses and learn
from their mistakes

CB 2 Students will have a weekly 90% or
better attendance rate.
Slaten, et al. (2016)
-CB 2: Students attend courses and
understand that it will get them closer
towards graduation.

CB 3: Using self-regulation strategies to
promote mental effort in alternative based
courses
Main & Whatman (2016); Putwain ,
Nicholson, & Edwards (2016)
-CB 3: Students use self-regulatory behaviors
and learn from their mistakes or failures.

Organization
The attainment of the organization’s goals are attained when the interaction between work
and material resources which are considered key processes that requires pertinent knowledge,
skills, and motivation are successfully acquired or maintained (Clark and Estes, 2008). Efficient
work processes within the organization and providing resources to the setting can contribute to a
promising practice. A critical component to examine in a promising practice is if resources such as,
work processes and resources are connecting and supported appropriately by the organization
(Clark and Estes, 2008). Lastly, people, equipment, and materials must be interconnected positively
in order to produce a promising response.
Resources. Supplies and equipment must be available to organizations in an effort to
achieve the goals of the setting. According to Clark and Estes (2008), a promising practice signifies

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that resources are not overlooked and made available. Presumably, Mojave Continuation has
provided students with the critical supplies, equipment and tools to be successful academically.
Stakeholder (Students) need to pass all six classes with a C or better. Students have
access to resources (tutoring, counseling) to help them pass a course. Teachers provide access to
resources (tutoring, counseling) to help students pass a course. Counselors assist students with
gaining access to resources (tutoring, counseling) to help them pass a course. In order for
students to successfully pass their courses, an ethical approach by all key stakeholders in assisting
students towards graduation is crucial. According to Kim and Taylor (2008), an ethical caring
setting must be established through dialogue, practice and confirmation. Policies should include the
voices of both the students and teachers. Furthermore, a school climate can be created that is
positive and promotes academic success among alternative education learners (Quinn et al., 2006).
Quinn et al. (2006) add that administrators, teachers and staff who treat students fairly, in a flexible
manner and in a non-authoritative approach contributes to their academic success.
Students will have a weekly 90% or better attendance rate. Students have access to
transportation via district. Teachers refer students to proper channels to gain access to
transportation via district, if need be. Students have access to transportation via district help
(counseling). A dynamic effort among all stakeholders in intervening with student attendance to
prevent drop out is critical. Stanard (2003) states that systematic and program based interventions
possess the ability to impact high school dropout. Therefore, school administrators, staff and school
and community counselors must take a collaborative effort to intervene prior to dropout occurring
(Stanard, 2003).
Students use self-regulation strategies to promote mental effort in alternative based

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courses. Students have access to the development of self-regulatory skills at Midway. Teachers
provide resources for students to develop and practice self-regulation. Students have access to
develop self-regulatory strategies via their counselor referral. Access to the development and
implementation of self-regulatory strategies impacts learners’ achievement. According to Main and
Whatman (2016), students’ risk of failure and lower academic achievement can be from
disengagement at the middle school level. Therefore, impacting their social and economic standing.
Harde and Reeve (2003) state that a classroom that is autonomy-supportive by its educator was
found to positively develop self-determined motivation and perceived competence. As a result,
dropout rates were decreased.
In sum, access to resources conducted in an ethical manner including, interventions and
social emotional programs on campus is essential for students to succeed. Additionally, policies and
guidelines must be established in order for all stakeholders, especially students to thrive.
Policies and procedures. According to Clark and Estes (2008), policies are main
principles, rules, and guidelines created within an organization. The goal is to attain the long term
goals of the setting. Specified methods of achieving the outlined policies is the definition of
procedures. Guidelines are described as, policies and procedures designed by the administration of
an organization (Clark & Estes, 2008). The guidelines communicate the goals of the organization
in a series of steps that supports the point of view of the organizational goals.
Midway has established policies, procedures and guidelines that have been presumably
been adopted and promoted within the student body which has contributed to successful
graduation rates reported.

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Students need to pass all six classes with a C or better. Policies and procedures are
outlined in course syllabus for students to pass their courses. Policies are placed in the mission
statement for all students and staff to adhere and strive for. Syllabus for students to pass their
courses is provided by teachers. Policies and procedures regarding how to meet with a
counselor are outlined in Midway’s handbook for students to discuss passing their
courses/status. Policies and procedures must be synonymous with promoting student’s academic
success. According to Hemmer, Madsen and Torres (2013), school administrators and leaders must
be held accountable for creating impactful learning opportunities and guiding academic
achievement among alternative education learners. Higher academic standards in an effort to
promote equity, access and increased graduation rates has been a priority among alternative
education leaders as stated by ( Hemmer, Madsen and Torres, 2013) . Additionally, systematic
student evaluations that are proactive in assessing for potential leading risks of dropout can be
employed for encouraging students’ success ( Hemmer, Madsen and Torres, 2013).
Students will have a weekly 90% or better attendance rate. Students are aware of and
have an attendance policy. Teachers uphold the attendance policy. Counselors are aware of and
implement the attendance policy. An attendance policy that students are familiar with encourages
consistent attendance. Based on longitudinal data acquired by Robinson and Smyth (2016),
re-engagement in the academic structure was found to be more successful for dis-identified
students when the program centered on an earlier return to study and on post high school career
goals. Students who have disengaged state that they do not feel valued and a meaningful sense of
belonging at their school (Main & Whatman, 2016). Additionally, a non-authoritative approach in
which administrators exercise flexibility for issues that arise is critical in promoting a positive

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academic setting (Quinn et al., 2006). Hemmers, Madsen and Torres (2013) add that creating
impactful learning opportunities and guiding academic achievement among alternative education
learners is key among school leadership
Using self-regulation strategies to promote mental effort in alternative based courses.
Students have policies that suggest self-regulatory behaviors are to be employed to increase
achievement towards graduation. Teachers provide policies to students that self-regulatory
behaviors are highly suggested in the classroom. Counselors inform students regarding the
benefits of using self-regulatory strategies for achievement. Policies within social emotional based
programs that encourage the use of self-regulated skills contributes to learners having greater
engagement. According to Main and Whatman (2016), social emotional programs may combat the
process of disengagement. Therefore, an incorporation of developing a learner’s self-awareness,
self-management, social awareness, relationship, and appropriate decision-making skills in the
academic setting is critical.
Policies and procedures that encourage higher academic achievement, engagement and
interventions, if necessary contributes to higher rates of graduation among alternative learners.
Furthermore, the cultural setting that is established on campus can influence learners’ academic
success.
Cultural setting. Core values, goals, beliefs, emotions, and processes acquired among key
stakeholders that continue to develop is defined as, culture of an organization (Clark & Estes,
2008). Analysis of the environment and the knowledge, skills, and motivation tactics of the
stakeholders must be conducted to impact performance (Clark and Estes, 2008). As described by
Rueda (2011), the cultural setting is what, who, when, where, why and how of the daily routines

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employed. Therefore, any modification or change will impact the organizational cultural setting
(Rueda, 2011).
Key dynamic assumed influences is significant to examine when understanding the cultural
setting of the organization such as, Midway. As a promising practice, Midway assumably has a
positive cultural setting and causes that has attributed to the goal of high graduation rates among
learners.
Students need to pass all six classes with a C or better. Students can complete
activities/work in their courses that will assist them pass the course. Teachers provide students
with activities/work in their courses that will assist them to pass the course. Teachers
appropriately scaffold activities for students. Students can complete Choice Sheets, Counselor
Requests forms and Referrals to discuss their graduation status/passing status. Counselors have
realistic goals for students to pass UC/CSU required courses. In assisting learners to pass courses
successfully, appropriate rigor and scaffolding must be applied. Key stakeholders also must have
realistic future academic goals for learners. The development of self-awareness along with a
culturally relevant pedagogical approach was found to increase rates of graduation among Black
urban youth in an alternative setting (Slaten et al., 2016). According to Slaten et al. (2016), learners
reported a greater sense of self in the domains of critical consciousness, vocational identity
development and internal resiliency skills. Students reported that it was a personal motivator and
important to their success when culturally relevant pedagogy was used (Slaten et al., 2016). A
national model, Project Co-Operative Federal for Educational Experience (COFEE) was
implemented as well in the alternative setting. Students are taught career technical skills in an effort
to prevent dropout and increase re-engagement (Flannery, Kopkowski & Rosales, 2008). Nygreen

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(2010) added that implementing a social justice class in an alternative education school had positive
impacts among students. Learners demonstrated higher student attendance, active student
participation and a heightened level of student engagement (Nygreen, 2010). Lastly, Kim and
Taylor (2008) add that an ethical caring setting must be established through dialogue, practice and
confirmation.
Students will have a weekly 90% or better attendance rate. Students can attend classes by
transportation offered by school. Teachers provide a classroom space for students. A designated
space within a setting that students believe they have a role in, impacts attendance rates among
alternative youth. According to Flannery, Kopowski and Rosales (2008), students are taught career
technical skills through the Project Co-Operative Federal for Educational Experience (COFEE)
program. The program positively impacted student dropout and increased re-engagement
(Flannery, Kopowski and Rosales, 2008). Additionally, Nygreen (2010) reported that higher
student attendance, active student participation, and a heightened level of student engagement was
present when a social justice class was implemented.
Using self-regulation strategies to promote mental effort in alternative based courses.
Students are verbally encouraged to use self-regulatory skills as needed at Midway. Teachers
provide opportunities for building self-regulatory skills among students. Teachers embed
self-regulatory skills into their lessons and settings. Counselors have realistic goals for students
to use self-regulatory skills to pass courses to gain entry into CSU/UC. The deliberate
implementation of self-regulatory strategies into the setting allows learners to develop and practice
self-regulatory behaviors. When students develop a positive skill set which promotes
self-regulatory behavior, it decreases dropout and promotes self-efficacy (Alivernini & Lucidi,

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2011). Higher perceived confidence among students affected their intentions to stay and persist in
school as well (Fan & Wolters, 2014). Putwain and Nicholson (2016) reported that the
self-regulated learning theory was applied in an alternative setting. It is mechanisms, processes and
methods that students utilize to manage learning was developed (Putwain & Nicholson, 2016).
In sum, pedagogical approaches that are culturally relevant and student centered promote
learners achievement. Programs that offer a space for students to attend while also developing their
vocational skills increases their attendance and engagement. Additionally, self-regulatory strategies
are positively promoted campus wide when embedded into various settings at school. The positive
acknowledgement of learners’ needs and a shared belief system developed around student
centeredness is important.
Cultural models. Cultural models, as described by Gallimore and Goldenberg (2001) are
individuals who have historically been underrepresented and often overlooked in the cultural
setting. The shared values, policies and practices are developed and influenced by powerful
cultural models of the setting (Rueda, 2011).
Midway, more likely has had expert cultural models that have acknowledged students, their
needs and has provided incentives of having shared thinking, perceptions and response.
Students need to pass all six classes with a C or better. The school has a shared campus
wide mission for students to pass courses. Teachers believe and articulate that students can pass
courses to graduate. Teachers advocate student centered campus practices. Counselors
(Department wide) believe and articulate that students can pass their courses for graduation . A
positive campus mission that includes components such as, belongingness and student centered
practices, shared by all promotes greater academic achievement among learners who historically

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have been underrepresented. Strategies utilized in the academic setting that help Latinos cope with
underachievement due to opposing structural systems has actually continued to perpetuate Latino’s
underachievement (Covarrubias & Stone, 2015). Low expectations and a deficit based method is
often utilized towards marginalized sub groups as well (Scanlan & Theoharis, 2016). However,
influences that contribute to engagement include individual traits of the learner, parents, peers,
community and teachers (Deed, 2008). A process of planning, reflection and practice to support
student centeredness is important to promote on campus among teachers (Deed, 2008). According
to Halx & Ortiz (2011), Latino students expressed the desire for more meaningful connections to
key stakeholders on campus such as, teachers and staff to increase achievement. Academic settings
that created a sense of belonging impacted Latino males in terms of absenteeism, intrinsic value of
schools and their expectations to succeed (Halx & Ortiz, 2011). Lastly, higher perceived
confidence among students affected their intentions to stay and persist in school (Fan & Wolters,
2014).
Students will have a weekly 90% or better attendance rate. Students have a shared belief
that regular attendance is expected. Teachers have a shared belief that regular attendance is
expected at school. Counselors have a shared belief that regular attendance is expected by
students. The belief that consistent attendance and intervention to prevent dropout is important for
achievement must be adopted by all within the setting in order for student success to occur.
According to Hemmer, Madsen & Torres (2013), school administrators and leaders must be held
accountable for creating impactful learning opportunities and guiding academic achievement
among alternative education learners. A collaborative effort among school administrators, staff and
school and community counselors to intervene prior to dropout occurring must take place (Stanard,

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2003). One successful intervention includes Positive Behavioral Intervention and support (PBIS).
It is a behavior management approach that encourages clear behavioral goals, campus wide
expectations and positive interactions among students and staff (Whitcomb, Hefter & Barker,
2016).
Using self-regulation strategies to promote mental effort in alternative based courses.
Students have a shared belief that self-regulatory strategies will help them graduate. Teachers
have a shared belief that self-regulatory strategies will help students graduate. Counselors
(Department wide) believe that students can employ self-regulatory skills for increasing
achievement. A shared perception of the value of self-regulatory strategies is crucial in the
academic setting. When students develop a positive skill set which promotes self-regulatory
behavior, it decreases dropout and promotes self-efficacy, as reported by Alivernini and Lucidi
(2011) . Furthermore, positive emotions are associated with higher engagement, self-regulation and
motivation (Main & Whatman, 2016). Social emotional programs may combat the process of
disengagement (Main & Whatman, 2016). An incorporation of developing a learner’s
self-awareness, self-management, social awareness, relationship, and appropriate decision-making
skills is key (Main & Whatman, 2016). Effort and persistence is increased when self-regulated
techniques are used by learners (Putwain, Nicholson & Edwards, 2016).
In sum, the beliefs and perceptions of the campus on student’s ability to succeed are
evidenced in a variety of ways to students. Students, particularly male Latinos re-engage within a
campus that has created a sense of belonging and positive perception of their abilities. A shared
belief and collaborative effort by stakeholders is important when establishing the value of daily
school attendance. The practice among educators of incorporating self-regulatory strategies into the

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academic setting represents a collective belief of its value. However, the key assumed influences
within the organization shapes the policies, beliefs and behaviors of alternative learners as well as,
impacts their future success.
Table 4
Summary of Assumed Organization Influences on Students’ Ability to Achieve the Performance
Goal
Assumed Organization Influences Research Literature
Author, Year; Author, Year.
Cultural Model
Stakeholder need to be part of a culture that
aligns with ...
CB 1: Stakeholder (Students) need to pass
all six classes with a C or better.
Quinn et al. (2006). Scanlan & Theoharis
(2016); Stanard (2 003); Halx & Ortiz
(2011); Deed (2008); Covarrubias &
Stone (2015)
-CB 1: The school has a shared campus wide
mission for students to pass courses.

-CB 1: Teachers believe and articulate that
students can pass courses to graduate.
-CB 1: Teachers advocate student centered
campus practices.

-CB 1: Counselors (Department wide)
believe and articulate that students can pass
their courses for graduation.

CB 2: Students will have a weekly 90% or
better attendance rate.
Hemmer, Madsen & Torres, (2013);
Stanard (2003); Whitcomb, Hefter &
Baker (2016)
-CB 2: Students have a shared belief that
regular attendance is expected.

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-CB 2: Teachers have a shared belief that
regular attendance is expected at school.

-CB 2: Counselors have a shared belief that
regular attendance is expected by students.

CB 3: Using self-regulation strategies to
promote mental effort in alternative based
courses
Alivernini & Lucidi (2011); Main &
Whatman (2016); Putwain, Nicholson &
Edwards (2016)
-CB 3: Students have a shared belief that
self-regulatory strategies will help them
graduate.

-CB 3: Teachers have a shared belief that
self-regulatory strategies will help students
graduate.
.

-CB 3: Counselors (Department wide)
believe that students can employ
self-regulatory skills for increasing
achievement.

-CB 3: Counselors believe that
self-regulatory skills will assist students
towards increasing achievement/graduation.

Cultural Setting
Stakeholder need to be part of a culture that
aligns with ...
CB 1: Stakeholder (Students) need to pass
all six classes with a C or better.
Nygreen (2010); Slaten et al. (2016).
Flannery, Kopkowski & Rosales (2008).
Kim & Taylor (2008)
-CB 1: Students can complete activities/work
in their courses that will assist them pass the
course.

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-CB 1: Teachers provide students with
activities/work in their courses that will assist
them to pass the course.
-CB 1: Teachers appropriately scaffold
activities for students.

-CB 1: Teachers embed social emotional
regulation skills within their classroom space.

-CB 1: Students can complete Choice Sheets,
Counselor Requests forms and Referrals to
discuss their graduation status/passing status.

-CB 1: Counselors have realistic goals for
students to pass UC/CSU required courses.

CB 2: Students will have a weekly 90% or
better attendance rate.
Nygreen (2010). Flannery, Kopkowski &
Rosales (2008)
-CB 2: Students can attend classes by
transportation offered by school.

-CB 2: Teachers provide a classroom space
for students.

CB 3: Using self-regulation strategies to
promote mental effort in alternative based
courses
Alivernini & Lucidi (2011); Fan &
Wolters (2014); Putwain , Nicholson &
Edwards (2016)
-CB 3: Students are verbally encouraged to
use self-regulatory skills as needed at
Midway.

-CB 3: Teachers provide opportunities for
building self-regulatory skills among
students.

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-CB3: Teachers embed self-regulatory skills
into their lessons and settings.
-CB 3: Counselors have realistic goals for
students to use self-regulatory skills to pass
courses to gain entry into CSU/UC.

Resources (time; finances; people)
Stakeholder needs resources to …
CB 1 Stakeholder (Students) need to pass
all six classes with a C or better.
Quinn et al. (2006); Kim & Taylor
(2008).
-CB 1: Students have access to resources
(tutoring, counseling) to help them pass a
course.

-CB 1: Teachers provide access to resources
(tutoring, counseling) to help students pass a
course.

-CB 1: Counselors assist students with
gaining access to resources (tutoring,
counseling) to help them pass a course.

CB 2: Students will have a weekly 90% or
better attendance rate.
Stanard (2 003)
-CB 2: Students have access to transportation
via district.

-CB 2: Teachers refer students to proper
channels to gain access to transportation via
district, if need be.

-CB 2: Students have access to transportation
via district help (counseling).

-CB 2: Counselors refer students to the
proper channels to arrange transportation, if
need be.

CB 3: Using self-regulation strategies to
promote mental effort in alternative based
courses.
Main & Whatman (2016); Hardre &
Reeve (2003)

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-CB 3: Students have access to the
development of self-regulatory skills at
Midway.

-CB 3: Teachers provide resources for
students to develop and practice
self-regulation.

-CB 3: Students have access to develop
self-regulatory strategies via their counselor
referral.

Policies, Processes, & Procedures
Stakeholder needs to have policies that align
with …
CB 1: Stakeholder (Students) need to pass
all six classes with a C or better.
Stanard (2 003); Hemmer, Madsen &
Torres, (2013)
-CB 1: Policies and procedures are outlined
in course syllabus for students to pass their
courses.

-CB 1: Policies are placed in the mission
statement for all students and staff to adhere
and strive for.

-CB 1: Syllabus for students to pass their
courses is provided by teachers.

-CB 1: Teachers provide a midterm warning
if grade is below a C in the course.

-CB 1: Policies and procedures regarding
how to meet with a counselor are outlined in
Midway’s handbook for students to discuss
passing their courses/status.

-CB 1: Policies are placed within the
Counseling Dept. for counselors to meet with
all students to update them on their passing
progress.

CB 2: Students will have a weekly 90% or
better attendance rate.
Main & Whatman (2016); Hemmer,
Madsen & Torres (2013); Quinn et al.

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(2006); Polidano, Tabasso & Tseeng
(2013); Robinson & Smyth (2016)
-CB 2: Students are aware of and have an
attendance policy.

-CB 2: Teachers uphold the attendance
policy.

-CB 2: Counselors are aware of and
implement the attendance policy.

CB 3: Using self-regulation strategies to
promote mental effort in alternative based
courses.
Main & Whatman (2016)
-CB 3: Students have policies that suggest
self-regulatory behaviors are to be employed
to increase achievement towards graduation.

-CB 3: Teachers provide policies to students
that self-regulatory behaviors are highly
suggested in the classroom.

-CB 3: Counselors inform students regarding
the benefits of using self-regulatory strategies
for achievement.

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CHAPTER THREE: METHODOLOGY
Purpose of the Project and Questions
Using the Clark and Estes (2008) performance framework, the purpose of this project is to
examine Midway Continuation High School’s promising practices of supporting a positive
re-identification process among minority learners that has resulted in a low dropout rate as
compared to California state average. The analysis will focus on the stakeholder assets in the areas
of knowledge and skill, motivation, and organizational resources. While a complete study would
focus on all stakeholders, for practical purposes the stakeholder to be focused on in this analysis is
male Latino and African American students between the ages of 15-18 years of age.
The study will answer the following questions:
1. What are the knowledge and skills, motivation, and organizational assets that students at
Midway Continuation High School have that contribute to their 88% graduation rate?
2. What are the knowledge and skills, motivation, and organizational recommendations for
other continuation school settings attempting to assist minority students to successfully
re-identify into the academic setting?
Conceptual and Methodological Framework
According to Clark and Estes (2008), there are seven steps in approaching organizational
and individual performance analysis. The steps are shown in the model in Figure 1:
● Step 1: Goals: Identify measurable performance goals;
● Step 2: Current performance status: Quantify the current achievement at each level;
● Step 3: Gaps: Determine promising causes between goals and current performance;
● Step 4: Causes: Hypothesize and validate how each of the three known causes of a promising

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approach; knowledge and skills, motivation, and organization, impact the achievement of set
goals.
● Step 5: Solutions: Recommended proposed solutions to close the gap;
● Step 6: Implementation: Plan for implementing proposed solutions;
● Step 7: Evaluate and modify for continual improvement.

Figure 1. Steps in the Gap Analysis Process

Adaptation of the Gap Analysis Framework as a Promising Practices
For this study, the gap analysis framework (Clark & Estes, 2008; Rueda, 2011), is being
adapted as a promising practices study. Once goals are identified and measured, the study focuses
on determining the areas of knowledge, motivation, and organizational culture and climate that
contribute to the organization and individual’s high achievement of the goals. In the promising
practice lens, factors that have led to the achievement of designated goals are examined using
surveys of key stakeholders, records and observations of the process. The analysis and implications
can thus contribute to similar settings gaining deeper critical insight on how to potentially

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accomplish matching goals.
Assessment of Performance Influences
This promising practice study will examine the noteworthy gains in graduation rates among
male minority learners at Midway Continuation School. The knowledge and skills of the Latino
and African American males at Midway, the key stakeholders, their motivation to achieve the goal
of graduation, and the positive organizational approaches are the “Big Three” assumed assets
discussed in Chapter Two.
Surveys, interviews, observations, and document analysis are the methods of data
collection for this study, as indicated in the KMO influences table.
Knowledge Assessment
Anderson and Krathwohl’s (2001) Taxonomy for knowledge types will be applied in this
case study. There are four types of knowledge. The first type is factual knowledge, second is
conceptual knowledge, third is procedural knowledge and lastly, metacognitive knowledge
(Anderson & Krathwohl, 2001). The influences within the four knowledge types are shown in
Table 5.
The method of assessment is survey items with multiple choice questions to assess the
declarative factual, conceptual, procedural, and metacognitive knowledge types of Midway’s
learners. Furthermore, learners will be interviewed and observed in an effort to assess their
knowledge. Document review and analysis will also be utilized for procedural knowledge.
Document review provides supporting data on the positive progress, such as course syllabi to
verify rigor and course content standards.
The assumed knowledge influences identified were taken from Chapter Two’s Assumed

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Knowledge Influence Table. Table 5 shows the influences and the method of assessment.
Table 5
Summary of Knowledge Influences and Method of Assessment

Assumed
Knowledge
Influences
Survey Item

The correct
response is noted
with an asterisk.
Interview Item

P=Primary
questions

FU=Follow up
questions
Observation Document
Review
Declarative
Factual
(terms,
facts,
concepts)

CB 1
Stakeholde
r
(Students)
need to
pass all six
classes with
a C or
better.

Multiple choice,
Complete the
sentence

Students at
Midway need to
pass ______
A. 100% of
their
classes *
B. 80% of
their
classes
C. 60% of
their
classes
D. 40% of
their
classes
(factual+recall)

Multiple choice,
Complete the

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sentence

It is the goal for
me to earn _____
in my classes.
A. “A’s”
B. “B’s” or
better
C. “C’s” or
better *
D. “D’s” or
better
(factual+recall)

CB 1:
Students
know the
content of
the course.

P=Tell me what
content you
learned today in
your classes?
(factual+understan
d)
In the classroom
setting: State
standards and
lesson objectives
posted
student work
samples
CB 1:
Students
know the
appropriate
California
State
Standards
they are
attempting
to master in
class.
In the classroom
setting: State
standards and
lesson objectives
posted

CB 1:
Students
know the
course
expectations
and
structure of
the course.
P=Tell me what
content you
learned today in
your classes?
(factual+understan
d)

Course syllabi
CB 2
Students
Multiple choice,
Complete the

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will have a
weekly
90% or
better
attendance
rate.

sentence

My weekly
attendance at
school should be
A. 90%*
B. 80%
C. 70%
D. 60% and
below
(factual+
remember)

CB 2:
Students
know the
attendance
policy.
handbook
CB 3:
Using
self-regulati
on
strategies
to promote
mental
effort in
alternative
based
courses

CB 3:
Students
know what
self-regulati
on strategies
and
behaviors
are.
Multiple choice,
complete the
sentence

Self-regulatory
strategies are...
A. tools or
strategies
that help
me activate
and sustain
P=Tell me what
you think
self-regulation
strategies are?
(factual+understan
d)

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my
thoughts,
behaviors,
and
emotions
in order to
reach my
goals *
B. long term
goals that
we
discover as
we learn
more
C. Skills that
help me
read faster
and
understand
class
content
D. helpful
annotating
skills
(factual+understan
d)

Declarative
Conceptual
(categories,
process
models,
principles,
relationshi
ps)

CB 1
Stakeholde
r
(Students)
need to
pass all six
classes with

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a C or
better.

CB 1:
Students
know how
the content
of each
course
relates to
their
personal
lives.

P=Tell me the
relationship
between what you
are learning in
school and your
personal life?
(conceptual+analy
ze)
FU: Can you give me
an example?
(conceptual+analyze)

CB 1:
Students
know how
passing
courses
enables
them to be
college and
career
ready.
Multiple choice,
Complete the
sentence

Passing my
courses with a C
or better…
A. Is
pointless.
B. Is part of
life.
C. Overwhel
ms me.
A. Allows me
to be
prepared
for a career
in the
future.*
(Conceptual+reme
mber)

CB 1:
Students
know the

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relationship
between
passing
courses and
graduation.
CB 2
Students
will have a
weekly
90% or
better
attendance
rate.

CB 2:
Students
know how
regular
attendance
enables
them to be
college and
career
ready.
Multiple Choice,
Check all that
apply

Regular
attendance helps
me
A. in no way
B. develop
my
academic
skills for
college
C. develop
my skills
to have a
job/career*
D. get more
work from
their
teachers
(conceptual+evalu
ate)
P=Can you tell me
what (describe) are
some ways regular
attendance helps
you to be college
ready?
(conceptual+under
stand)

P=Can you tell me
what (describe) are
some ways regular
attendance at
school helps a
student be career
ready?
(Conceptual+unde
rstand)

CB 2:
Students
know the
consequenc
P=Describe what
are some
consequences of
not attending

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es of not
attending
classes
regularly.
classes regularly?
(conceptual +
understand)
CB 2:
Students
know the
relationship
between
attending
their courses
and
graduation

CB 3:
Using
self-regulati
on
strategies
to promote
mental
effort in
alternative
based
courses

Multiple choice,
Complete the
sentence

Using strategies
such as, planning,
goal setting,
problem solving
and reflecting
____
A. Helps me
work
harder and
smarter*
B. does
nothing
C. gets me an
A in a
class
D. is a waste
of my time
E. I do not
use these
strategies.
(Conceptual +
evaluate)

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CB 3:
Students
know that
employing
self-regulati
on strategies
will assist
with their
mental
effort.

CB 3:
Students
know the
relationship
between
self-regulati
on and
positive
academic
achievement
.

Procedural
(know how
to)

CB 1
Stakeholde
r
(Students)
need to
pass all six
classes with
a C or
better.

You are passing
two classes with a
“C” or better, but
failing one course.

What should you
do?

A. get the
failing
grade up to
a “C”*
B. nothing
C. ask your
friends
what to do

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D. complain
to the
teacher that
it’s them
not you.

(procedural +
understand)
CB
1:Students
know how
to:
-Access
their
syllabus
-Be
organized
with
deadlines
-Turn in
designated
work
-Check their
databases to
monitor
their grades
-Conduct a
meeting
with their
teacher if
their grade
is below a C
-Put in a
counselor
request for
any
socio-emoti
onal/self-reg
ulatory
issues
affecting
performance
P=Walk me
through some of
the steps that you
do to have a “C”
or better in a class
(procedural +
recall)
counselor
request forms

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CB 2
Students
will have a
weekly
90% or
better
attendance
rate.

CB 2:
Students
know how
to get to
their classes.
site map
CB
2:Students
know how
to access
transportatio
n
P=Walk me
through some of
the steps on how
you access
transportation to
school?
(procedural +
recall)
handbook
CB 3:
Using
self-regulati
on
strategies
to promote
mental
effort in
alternative
based
courses

P=Tell me how
(paraphrase) you
use goal setting,
planning, problem
solving and
reflection of your
behavior for your
learning?
(procedural +
understand)

FU=Can you give
me an example?

CB 3:
Students
know how
to:
-employ
self-regulato

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ry strategies
when
needed
-Put in a
counselor
request for
any
socio-emoti
onal/self-reg
ulatory
issues
affecting
performance
Metacognit
ive
(reflection
on own
learning)

CB 1
Stakeholde
r
(Students)
need to
pass all six
classes with
a C or
better.

P=How do you
evaluate your own
academic
achievement?
(metacognitive +
evaluate)

CB 1:
Reflect on
the process,
their goal,
status and
planning.
P=How do you
decide how to
address your
goals?
(metacognitive +
evaluate)

CB 2
Students
will have a
weekly
90% or
better
P=How do you
evaluate your
weekly school
attendance?
(metacognitive +
evaluate)

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attendance
rate.

CB 2:
Reflect on
the value of
attending
school
regularly,
how it
assists with
meeting
graduation
requirement
s and
enhances
the
developmen
t of their
skills.

CB 3:
Using
self-regulati
on
strategies
to promote
mental
effort in
alternative
based
courses .

CB 3:
Reflect on
the process,
strategies,
their goals
and status as
well as,
planning

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Motivation Assessment
Motivational theories attempt to explain what energizes an individual towards a task
(Pintrich, 2003). According to Clark and Estes (2008), there are three motivation indicators. The
indicators are active choice, persistence, and mental effort.
Active choice is described as, actively beginning a task that has not been started, but was
intended to (Clark, 1998). Two factors influence active choice. First, is the learner’s perceived
value for the task or outcome. Value can include interest in the task or goal as well as, the utility of
the task (Kanfer & McCombs, 2000). Utility is what a learner believes are the motivating benefits
or purpose of learning a new task is (Kanfer & McCombs, 2000). Secondly, the self-efficacy level
of the individual. Self-efficacy is defined as, the belief that an individual has the ability to learn a
task (Clark, 1998).
Motivational persistence is described as an individual’s predisposition to persist with a high
level of effort and using personal resources to overcome any challenges towards the specified goal
(Constantin, 2008). The Organismic Integration Theory describes persistence as a continuum of
self-determination that is hindered or promoted by intrinsic and/or extrinsic variables (Ryan &
Deci, 2000). Intrinsic motivation is when the individual is doing a task for the inherent satisfaction
it provides (Ryan & Deci, 2000). Extrinsically motivated behaviors, however are performed to
satisfy an externally imposed demand for a reward (Ryan & Deci, 2000).
Mental effort is the allocation of cognitive efforts towards a learning a task. The Cognitive
Load Theory suggests that when learning novel tasks, an issue arises when interacting elements in
working memory exceeds the capacity of the ability of the individual to process (Sweller, 1988).

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There are three interactive elements that contribute to the amount of mental effort that is placed
towards processing new information. Extraneous cognitive load is imposed by the manner in
which new information is taught (Sweller, 1988). Secondly, intrinsic cognitive load is the
foundational skills that are needed to successfully process the task (Sweller, 1988). Lastly, germane
cognitive load is when the learner is devoting a high level of mental effort to processing
information, constructing and automating schemas (Sweller, 1988). Mental effort can be placed
towards successful learning when high levels of germane cognitive load can be created.
At Midway, it can be assumed that students have high active choice, persistence, and
mental effort. The ability to cognitively attend and use cognitive resources for learning new content
is successfully demonstrated by students passing courses for graduation. Active choice to follow
through with an intended goal is also evidence at Midway. Students must have a high level of
value, self-efficacy and utility for the courses they take and thus, pass. This has contributed to
Midway’s promising graduation rates. Lastly, high levels of persistence among the student body at
Midway is evidenced by their academic achievement and high graduation rates.
Active choice, persistence and mental effort are driven by psychological factors especially,
value, self-efficacy and mood or emotions. Value is defined as how an individual’s needs are met
by a task (Wigfield, 1994). It consists of four subjective components: utility, cost, importance and
intrinsic (Wigfield, 1994). Bandura (2006) explains that self-efficacy is the judgement of an
individual, their confidence and if they will fulfill an assigned task. Positive and negative feelings
felt physiologically regarding a task is defined as, mood (Rusting, 1998). Mood or emotional states
an individual experiences can thus impact performance (Rusting, 1998).
At Midway, psychological factors related to motivation are successfully developed among

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students. Value for passing courses is shown by the high graduation rate at Midway, as compared
to regional rates. Secondly, self-efficacy among students is high. Students believe they can pass
courses and graduate. Positive moods or emotions must be demonstrated throughout the student
body based on the high achievement learners’ exhibit at Midway.
Motivation is also influenced by goal orientation and attribution. A leading general
motivational theory, Achievement Goal Orientation Theory is defined as, the type of goal an
individual works towards impacts how they choose to pursue the goal (Dweck & Leggett, 1988).
According to the Janzow and Eison (1990) model of achievement goal theory, learners choose to
follow either two pathways towards achieving a goal: mastery or performance. Mastery goal
orientation is described as an individual putting in tremendous effort, persistence and resilience
towards “mastering” a skill or concept (Janzow & Eison, 1990). Performance goal orientation
learners are preoccupied with appearing competent, better than their peers and prefer familiar tasks
(Janzow & Eison, 1990). Secondly, Attribution Theory (Weiner, 2010; Graham & Weiner, 2012) is
another main motivational theory. According to the Attributional theory, an individual attempts to
determine perceived causes or causality that can explain the intended or unintended outcomes of a
situation.
At Midway, learners have presumably applied the mastery approach towards their learning
as well as, identified perceived causes of their disengagement from the traditional setting in an
effort to re-engage as active learners at Midway. Graduation rates at Midway as compared to
regional and state reports demonstrates that learners are not performance oriented, rather mastery
oriented. Students are resilient and persistent towards the goal of graduation despite challenges they
are facing. In Attribution Theory, the ability to reason is crucial (Weiner, 2010). Therefore, learners

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at Midway have presumably reasoned in a prescriptive or corrective manner regarding their
academic achievement.
As applied to Midway, these psychological influences are shown in Table 6 with the
methods of assessment.
Table 6
Summary of Motivational Influences and Method of Assessment

Assumed
Motivation
Influences
Survey Item Interview Item

P=Primary
questions

FU=Follow up
questions
Observation Document
Review
Value
CB 1
Stakeholder
(Students) need
to pass all six
classes with a C
or better.

Please rate the
extent to which
you value: passing
all courses with a
“C” or better

0 Do not value at
all

1

2

3

4

5 Moderately
value

6

P=Can you tell
me how strongly,
if at all you value
your racial
identity?
FU=What
race do you most
identify with?

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7

8

9

10 Highly Value

CB 1: Students
value passing
courses in an
effort to
graduate.
Using the scale
below, rate the
extent to which
you agree or
disagree with the
following
statements:
"Doing well on
intellectual tasks is
very important to
me."
0 Do not value at
all

1

2

3

4

5 Moderately
value

6

7

8

9

10 Highly Value

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CB 2 Students
will have a
weekly 90% or
better
attendance
rate.

Please rate the
extent to which
you value: having
a weekly 90% or
better attendance
rate to graduate?

0 Do not value at
all

1

2

3

4

5 Moderately
value

6

7

8

9

10 Highly Value

CB 2: Students
value regular
attendance to
graduate.

CB 3: Using
self-regulation
strategies to
promote mental
effort in
alternative
Please rate the
extent to which
you value setting
goals, planning,
problem solving
and reflecting on

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based courses.

your behavior to
help you with
your learning.
0 Do not value at
all

1

2

3

4

5 Moderately
value

6

7

8

9

10 Highly Value

CB 3: Students
value using
self-regulatory
strategies in an
effort to increase
achievement
towards
graduation

Self-Efficacy
CB 1:
Stakeholder
(Students) need
to pass all six
Using the scale
below, please rate
how confident you
are that you can
do the following

P=Tell me about
how confident you
feel regarding

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classes with a C
or better.

right now :

Pass all classes
with a “C” or
better

0 Not confident at
all

1

2

3

4

5 Moderately
confident

6

7

8

9

10 Highly
confident

passing your classes
with a C or better?
FU=How did
your confidence
develop? How has
it been hindered?

P=Can you share
how you believe
your racial identity
has impacted your
academic
experience, if at all?

CB 1: Students
are confident
they can pass
courses.

CB 2: Students
will have a
weekly 90% or
better
attendance
rate.

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CB 2: Students
are confident
they can attend
school every
day.

Using
self-regulation
strategies to
promote mental
effort in
alternative
based courses.

Using the scale
below, please rate
how confident you
are that you can
do the following
right now :

To plan, set goals,
problem solve and
reflect on your
behavior.
0 Not confident at
all

1

2

3

4

5 Moderately
confident

6

7

8

9

10 Highly
confident

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CB 3: Students
are confident
they can use
self-regulatory
skills in their
courses.

Mood
CB 1:
Stakeholder
(Students) need
to pass all six
classes with a C
or better.

CB 1: Students
feel positive
about passing
courses.

P=Can tell me if
you had any
experiences with
teachers or staff
that you felt
were
discriminating
towards you in
your academic
career?
FU=Have any
particular
discriminatory
actions been here
at Midway? Can
you explain?
FU=Please tell
me how the
teachers and staff
at Midway has
or has not been
discriminatory
towards you?

CB 2: Students
will have a

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weekly 90% or
better
attendance rate

CB 2: Students
feel positive
about attending
Midway every
day.
Using the scale
below, please rate
how positive you
feel about doing
the
following:

Attending classes
at Midway every
day

0 Not positive at
all

1

2

3

4

5 Moderately
positive

6

7

8

9

10 Highly positive
P=Please tell me
how you feel
about attending
Midway every
day?

CB 3: Using
self-regulation
strategies to
promote mental
effort in
Using the scale
below, please rate
how positive you
feel about doing
the

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alternative
based courses.

following:

Using goal setting,
planning, problem
solving and
reflection to help
your learning. s
0 Not positive at
all

1

2

3

4

5 Moderately
positive

6

7

8

9

10 Highly positive
CB 3: Students
feel positive
about employing
self-regulatory
strategies.

Using the scale
below, please rate
how positive you
feel about doing
the
following:

Using
self-regulatory
strategies

0 Not positive at
all

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1

2

3

4

5 Moderately
positive

6

7

8

9

10 Highly positive
Attribution
Theory

CB 1:
Stakeholder
(Students) need
to pass all six
classes with a C
or better.

Passing courses
with a “C” or
better is due to?

Please check all
that apply.

A. Administra
tion
(leadership
)
B. Teachers
C. Counselors
D. My own
efforts*
E. Students
helping
each other
F. The
educationa

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l system
G. None of
the above
CB 1: Students
attribute their
success or failure
in passing
courses to their
own efforts.

P=Why do you
think you do
well or do not do
well in a class?
FU=Can you
give me an
example?

P=What do you
think are the
potential reasons
(causes) for
students passing
their classes at
your school or
not?

FU=Do you feel
certain student
groups do better
in school than
others? Please
explain.

FU=How do
you perceive
your academic
abilities
compared to
other peers?

CB 2: Students
will have a
weekly 90% or
better
attendance
rate.

Students having a
weekly 90% pass
rate or better is
due to?

Please check all
that apply.

A. Administra
tion

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(leadership
)
B. Teachers
C. Counselors
D. My own
efforts*
E. Students
helping
each other
F. The
educationa
l system
G. None of
the above
CB 2: Students
attribute their
attendance to
their own efforts.
P= What do you
think are the
causes for your
attendance rate?

CB 3: Using
self-regulation
strategies to
promote mental
effort in
alternative
based courses .

CB 3: Students
attribute their
success or failure
in courses to
their own effort.
P=To what do
you attribute
your personal
success or failure
to in a course at
Midway?

Goal
Orientation

CB 1:
Stakeholder
(Students) need
to pass all six

P= Can you
describe how

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classes with a C
or better.

any
discriminatory
actions towards
you at school has
impacted your
views on being a
successful
student, if at all?

CB 1: Students
engage in
courses and
learn from their
mistakes.

Even with
setbacks, it is my
goal to engage in
my classes.

Likert 5-point
scale:
1. strongly
disagree,
2. disagree,
3. neutral,
4. agree,
5. strongly
agree

Even with
setbacks, it is my
goal to learn from
my mistakes.

Likert 5-point
scale:
1. strongly
disagree,
2. disagree,
3. neutral,
4. agree,
5. strongly
agree

CB 2 Students
will have a

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weekly 90% or
better
attendance
rate.

CB 2: Students
attend courses
and understand
that it will get
them closer
towards
graduation.

CB 3: Using
self-regulation
strategies to
promote mental
effort in
alternative
based courses.

Even with
setbacks, it is my
goal to use setting
goals, planning,
problem solving
and reflection for
my learning.
Likert 5-point
scale:
1. strongly
disagree,
2. disagree,
3. neutral,
4. agree,
5. strongly
agree

CB 3: Students
use
self-regulatory
behaviors and
learn from their
mistakes or
failures.

Even with
setbacks, it is my
goal to learn from
my mistakes or
failures.

Likert 5-point
scale:
1. strongly
disagree,
2. disagree,
3. neutral,

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4. agree,
5. strongly
agree

Organization/Culture/Context Assessment
According to Gallimore and Goldenberg (2001), an organization’s culture should be
assessed based on interconnected factors and their impact on students’ achievement, particularly
groups of students who are historically underrepresented. One significant factor is cultural settings
defined as more than two individuals coming together over a period of time to accomplish a
designated goal that is of value (Gallimore & Goldenberg, 2001). A second factor is cultural model
which is described as shared understandings of how the setting works. It is also referred as,
“norms” or “tools for the mind” where members in a community have shared and familiar
perceptions, thinking and possible responses (Gallimore & Goldenberg, 2001).
At Midway, the cultural settings and models are examined through the lens of students’
high academic achievement. Students may come together on a consistent basis because they have
shared goals that are of value, graduation and academic achievement. Additionally, how students
respond in given situations, their positive perceptions and thinking about their ability to achieve
and persist may be the norm at Midway. The positive development of a cultural setting and model
may contribute to the reportedly high graduation rate at Midway.
There are other key components within an organization that must be present for students to
thrive. Resources is defined by Clark and Estes (2008) as supplies and equipment that are critical to
meeting a designated goal. Guidelines and/or rules that have been established by the organization
are policies, processes, and procedures.

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Midway presumably has successfully, as an organization, incorporated these additional
factors that are crucial for students to graduate. Resources are employed to students to pass their
courses and thus, graduate. Guidelines have been established that have allowed students to thrive
academically as well.
As applied to Midway, these organizational influences are shown in Table 7 with the
methods of assessment.
Table 7
Summary of Organizational Influences and Method of Assessment
Assumed
Organizati
onal
Influences
Survey Item Interview Item

P=Primary
questions

FU=Follow up
questions
Observation Document
Review
Cultural
Model
(beliefs,
opinions)

CB 1:
Stakeholde
r
(Students)
need to
pass all six
classes
with a C
or better.

Using the scale
below, rate the
extent to which you
agree or disagree
with the following
statements regarding
your school:

My school supports
us to pass our
courses with a C or
better.

1 Strongly Disagree

2. Moderately
P=To what extent
does Midway’s school
culture support
students earning a C
or better in your
classes?

FU= How do your
teachers demonstrate
that they believe
students can pass
classes and graduate?
Can you give me an
example?

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Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree

CB 1: The
school has
a shared
campus
wide
mission for
students to
pass
courses.

Handbook,
policy report
CB 1:
Teachers
believe and
articulate
that
students
can pass
courses to
graduate.

Using the scale
below, rate the
extent to which you
agree or disagree
with the following
statements regarding
your school:

My teachers show
that they believe we
can pass our courses
to graduate.

1 Strongly Disagree

2. Moderately
Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

FU= How do your
teachers
demonstrate that
they believe
students can pass
classes and
graduate?

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5. Strongly Agree
CB 1:
Teachers
advocate
student
centered
campus
practices.

Using the scale
below, rate the
extent to which you
agree or disagree
with the following
statements regarding
your school:

The staff on campus
puts students’ needs
at the center of
everything they do.
1 Strongly Disagree

2. Moderately
Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree
classroom
observation
Policy report
CB 1:
Counselors
(Departmen
t wide)
believe and
articulate
that
students
can pass
their
courses for
graduation.

CB 2:
Students
will have a
weekly

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90% or
better
attendance
rate.

CB 2:
Students
have a
shared
belief that
regular
attendance
is expected.

CB 2:
Teachers
have a
shared
belief that
regular
attendance
is expected
at school.
P=To what extent
do teachers and
counselors expect
you to have
regular
attendance?

CB 2:
Counselors
have a
shared
belief that
regular
attendance
is expected
by students.

CB 3:
Using
self-regulat
ion
strategies
to promote
mental
effort in
alternative
Using the scale
below, rate the
extent to which you
agree or disagree
with the following
statements regarding
your school:

At Midway, we are
P=How are
self-regulation
strategies such as,
problem solving,
goal setting and
reflection
encouraged
throughout your
school day?

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based
courses.

encouraged to plan,
problem solve, set
goals, and reflect on
our behavior by
teachers and
counselors.

1 Strongly Disagree

2. Moderately
Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree

FU=can you give
me an example?

CB 3:
Students
have a
shared
belief that
self-regulat
ory
strategies
will help
them
graduate.

CB 3:
Teachers
have a
shared
belief that
self-regulat
ory
strategies
will help
students
graduate.

P=To what extent
are you able to
develop the skills
of problem
solving, setting
goals, planning
and reflecting at
school?

FU=To what
extent do teachers
suggest to students
classroom
observation

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to use planning,
goal setting and
problem solving
skills in their
classroom?

FU=Can you give
me an example?

CB 3:
Counselors
(Departmen
t wide)
believe that
students
can employ
self-regulat
ory skills
for
increasing
achievemen
t.

CB 3:
Counselors
believe that
self-regulat
ory skills
will assist
students
towards
increasing
achievemen
t/graduation
.

Cultural
Setting
(location)

CB 1:
Stakeholde
r

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(Students)
need to
pass all six
classes
with a C
or better.

CB 1:
Students
can
complete
activities/w
ork in their
courses that
will assist
them pass
the course.
student work
sample
CB 1:
Teachers
provide
students
with
activities/w
ork in their
courses that
will assist
them to
pass the
course.

classroom
observation
syllabi
CB 1:
Teachers
appropriatel
y scaffold
activities
for
students.

Using the scale
below, rate the
extent to which you
agree or disagree
with the following
statements regarding
your school:

My teachers help us
plan, set goals,
problem solve and
Policy report

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reflect on my
behavior.

1 Strongly Disagree

2. Moderately
Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree
CB 1:
Teachers
embed
social
emotional
regulation
skills within
their
classroom
space.
classroom
observation
syllabi
CB 1:
Students
can
complete
Choice
Sheets,
Counselor
Requests
forms and
Referrals to
discuss
their
graduation
status/passi
ng status.

Using the scale
below, rate the
extent to which you
agree or disagree
with the following
statements regarding
your school:

I can complete the
forms given to me
by my counselor to
make an
appointment and/or
select courses.

1 Strongly Disagree

2. Moderately
sample
choice sheet

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Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree

CB 1:
Counselors
have
realistic
goals for
students to
pass
UC/CSU
required
courses.
P=How do you
feel regarding the
goals your
counselor has for
your academic
success?

CB 2:
Students
will have a
weekly
90% or
better
attendance
rate.

CB 2:
Students
can attend
classes by
transportati
on offered
by school.
Using the scale
below, rate the
extent to which you
agree or disagree
with the following
statements regarding
your school:

We are provided
with school
transportation to help
us get to school
everyday.

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1 Strongly Disagree

2. Moderately
Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree

CB 3:
Using
self-regulat
ion
strategies
to promote
mental
effort in
alternative
based
courses.

FU=To what
extent do teachers
suggest to students
to use planning,
goal setting and
problem solving
skills in their
classroom?

FU=Can you give
me an example?

CB 3:
Students
are verbally
encouraged
to use
self-regulat
ory skills as
needed at
Midway.

classroom
observation

CB 3:
Teachers
provide
opportunitie
s for
building
Using the scale
below, rate the
extent to which you
agree or disagree
with the following
statements regarding

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self-regulat
ory skills
among
students.

your school:

My teacher(s) help
us practice planning,
problem solving,
setting goals, and
reflecting on our
behavior in class.

1 Strongly Disagree

2. Moderately
Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree

CB3:
Teachers
embed
self-regulat
ory skills
into their
lessons and
settings.

classroom
observation
syllabi
CB 3:
Counselors
have
realistic
goals for
students to
use
self-regulat
ory skills to
pass
courses to
gain entry

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into
CSU/UC.

Resources
CB 1
Stakeholde
r
(Students)
need to
pass all six
classes
with a C
or better.

Using the scale
below, rate the
extent to which you
agree or disagree
with the following
statements regarding
your school:

I have access to any
resources that I may
need to help me pass
my classes.

1 Strongly Disagree

2 Moderately
Disagree

3 Neither Agree or
Disagree

4 Moderately Agree

5 Strongly Agree

CB 1:
Students
have access
to resources
(tutoring,
counseling)
to help
them pass a
course
P=What resources
do you need to
pass your classes
with a C or better?

FU=Do you
believe the
resources are
provided to you?
How so?

policy report

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CB 1:
Teachers
provide
access to
resources
(tutoring,
counseling)
to help
students
pass a
course.
policy report
CB 1:
Counselors
assist
students
with
gaining
access to
resources
(tutoring,
counseling)
to help
them pass a
course

CB 2:
Students
will have a
weekly
90% or
better
attendance
rate.

Transportatio
n application,
letter
CB 2:
Students
have access
to
transportati
on via
district.

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CB 2:
Teachers
refer
students to
proper
channels to
gain access
to
transportati
on via
district, if
need be.

CB 2:
Students
have access
to
transportati
on via
district help
(counseling
).

CB 2:
Counselors
refer
students to
the proper
channels to
arrange
transportati
on, if need
be

CB 3:
Using
self-regulat
ion
strategies
to promote
mental
effort in
alternative

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based
courses.

CB 3:
Students
have access
to the
developme
nt of
self-regulat
ory skills at
Midway.

P=To what extent
are you able to
develop the skills
of problem
solving, setting
goals, planning
and reflecting at
school?

-CB 3:
Teachers
provide
resources
for students
to develop
and practice
self-regulati
on.

classroom
observation

-CB 3:
Students
have access
to develop
self-regulat
ory
strategies
via their
counselor
referral.

Referral
paperwork,
brochures in
the office
Policies,
Processes,
&
Procedure
s

CB 1:
Stakeholde
Syllabi

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r
(Students)
need to
pass all six
classes
with a C
or better.

.
Policy report

School
Handbook
CB 1:
Policies and
procedures
are outlined
in course
syllabus for
students to
pass their
courses.

Using the scale
below, rate the
extent to which you
agree or disagree
with the following
statements regarding
your school:

Policies and
procedures are
outlined in course
syllabi for you.

1 Strongly Disagree

2. Moderately
Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree

CB 1:
Policies are
placed in
the mission
statement
Classroom
Observation
Student
Handbook

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for all
students
and staff to
adhere and
strive for.

CB 1:
Syllabus for
students to
pass their
courses is
provided by
teachers.

syllabi
CB 1:
Teachers
provide a
midterm
warning if
grade is
below a C
in the
course.
Using the scale
below, rate the
extent to which you
agree or disagree
with the following
statements regarding
your school:

My teachers provide
me with an academic
warning if I am in
danger of failing.

1 Strongly Disagree

2. Moderately
Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree
P=To what extent
do your teachers
provide a midterm
warning if a grade
is below a C?

CB 1:
Policies and
procedures
regarding

Student
handbook

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how to
meet with a
counselor
are outlined
in
Midway’s
handbook
for students
to discuss
passing
their
courses/stat
us
CB 1:
Policies are
placed
within the
Counseling
Dept. for
counselors
to meet
with all
students to
update
them on
their
passing
progress.

Counseling
forms
CB 2:
Students
will have a
weekly
90% or
better
attendance
rate.

Attendance
policy-handb
ook
CB 2:
Students
are aware
School
handbook

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of and have
an
attendance
policy.

CB 2:
Teachers
uphold the
attendance
policy.

CB 2:
Counselors
are aware
of and
implement
the
attendance
policy.

CB 3:
Using
self-regulat
ion
strategies
to promote
mental
effort in
alternative
based
courses.

CB 3:
Students
have
policies that
suggest
self-regulat

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ory
behaviors
are to be
employed
to increase
achievemen
t towards
graduation.
CB 3:
Teachers
provide
policies to
students
that
self-regulat
ory
behaviors
are highly
suggested
in the
classroom

CB 3:
Counselors
inform
students
regarding
the benefits
of using
self-regulat
ory
strategies
for
achievemen
t.

Participating Stakeholders and Sample Selection
The stakeholder group of focus for this study are male students who identify as being

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Latino or African American at Midway Continuation High School. At Midway, there are
approximately 310 students in the entire student body. The exact male population is unknown at
this time. In the 2015-2016 school year, 74% of the student body was reportedly Latino and 10.3%
African American. A sample group was selected by doing a student query authorized by school
administrators. Then, students were solicited to participate in a survey and an interview. Lastly,
observations were also to be conducted in classrooms.
Sampling
The criteria that was used in the sampling for this study was typical purposeful sampling.
According to Merriam and Tisdell (2016), typical purposeful sampling is a subset of population
representatives in the research setting of interest. This sample method was utilized by using a
student database and receiving a list of district emails of potential participants who fit the
stakeholder group criteria. The participants were asked for permission to conduct a survey and
primary interview. Observations of at least one content area course from the core classes was
conducted. Observations attempted to locate policies, lesson objectives, as well as gauge student
engagement and self-regulatory opportunities.
Recruitment
For the purpose of this study, the sampling strategy purposefully sought out participants
through the student database of currently enrolled students. A query was conducted with the
following criteria: male, current student, Latino and/or African American. Recruitment for the
survey was predominantly conducted by meeting in small groups with potential participants. All
students on the query list were called voluntarily into the main office with administration’s consent.
They were provided with general information regarding the study, its purpose and a consent form

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by the researcher. All students at Midway are provided with district email addresses and
Chromebooks. Therefore, the survey was conducted via their district email. Administration
allowed for a survey link to be sent to willing participants. The survey was anonymous with no
email addresses collected from the participants.
Upon students receiving information regarding the study and consent forms, participants
were also asked if they would be interested in being placed on a potential to be interviewed list.
Basic contact information was gathered if verbal interest was expressed such as the student’s name,
an email address, preferred interview times and phone number. The survey was open for one week.
A survey sample was larger than the interview group. Teachers were met with at a staff meeting
and provided with general information and purpose of the study. A teacher sign up form was
provided for basic contact information, location of their class, content area of focus and what time
frames they would prefer an observation be conducted, if interested.
Instrumentation
The instrumentation used for this study was a survey, a semi-structured interview with
stakeholders, an observation protocol and examination of key documents.
Survey Design
The survey design measured influences as suggested by the knowledge, motivation and
organizational framework suggested by Clark and Estes (2008). Each critical behavior and
assumed influence of the stakeholder was used to develop survey items. The survey was in
English and contained 32 items (see Appendix A). In the knowledge section there were eight
items. The motivation section contained fifteen items and the organization section nine items. The
pertinent survey items are outlined in Tables 5, 6, and 7 and was created based off the Chapter

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Two literature review.
Knowledge and Skills. Anderson and Krathwohl's (2001) knowledge assessment was used
as shown in Table 4 to identify influences of Midway’s promising practice. The knowledge domain
was categorized as factual, conceptual, procedural, and metacognitive. The survey items inquired
about general knowledge on student’s ability to pass courses, attendance and self-regulatory skills.
Motivation. In an effort to identify the motivational influences among students at Midway,
appropriate survey items were created. A Likert scale of “1= strongly disagree to 5= strongly
agree” was the scale for motivational survey items, as referenced in Table 5.
Organization. Survey items were created to assess the influences the organization had on
the promising practice. The survey items included the general knowledge and beliefs of the
stakeholder on the resources, culture, policies, and procedures. Also, a 5-point Likert scale was
utilized from “5=strongly agree to 1=strongly disagree”.
Interview Protocol Design
Informal, semi-structured interviews were conducted with willing participants who were
fluent English speakers or designated as level three and above English Language Learners (ELL).
Table 5 has an overview of knowledge questions. Additionally, Table 6 for Assumed Influences of
Motivation and Table 7 for Assumed Influences of Organization contains primary and follow up
potential interview questions. There was a total of 39 primary and follow up questions (See
Appendix B). The interview took approximately 30 minutes on average.
Observational Protocol
Teachers were asked if they were willing to allow observations to be conducted. A list was
generated of willing teacher participants that submitted their information on a sign-up sheet at a

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faculty meeting. One teacher was selected from each content domain. Items that were especially of
interest to be observed was the engagement level of students and if mission statements and lesson
objectives were posted. On time frame during a designated observational week was selected per
domain instructor. An observational checklist form was also utilized (See Appendix C).
Document Analysis
Through using the triangulation data method, a variety of documents were analyzed.
Midway was asked for pertinent data related to policies, regulations as well as course syllabi,
lessons, and completed student work samples, if willingly submitted. District and school
handbooks were requested as well as the Western Accreditation Schools and Colleges (W ASC)
report, counselor request and enrollment forms.

Data Collection
Following the University of Southern California Institutional Review Board (IRB)
approval, administration was asked to approve the generation of a student query list by a school
clerk of students who met the study qualifications.
Surveys
Surveys were delivered via students email addresses that had been provided by the school
district. A query of potential participants that meet the basic requirements was derived. Thirty-nine
willing participants answered survey questions on the Google Forms platform. A spreadsheet was
generated of responses. Email addresses of student participants was not collected, as well. Any
incomplete surveys were also utilized in an effort to gather a holistic understanding of the KMO
influences. The survey link was accessible for one week in the month of October 2018.

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Interviews
Interview requests were solicited during the small group meetings and upon students
receiving information regarding the study and consent form. Basic contact information and
preferred time frames was collected by willing participants only. A list was comprised of a total of
forty willing interview participants. A number was assigned to each willing participant and a
random generator was used to determine the final twenty interview participants. All potential
participants were provided with a youth and parental consent form to be signed by student and
parent/guardian. Paperwork was allowed to be turned into teachers, counselors, administrators
and/or the researcher for convenience to participants. A designated week in October 2018 was
used for interviews. Students were provided with the meeting time and day up to three to five days
prior. Interviews lasted on average 30 minutes or until saturation occurred. “Saturation” according
to Merriam and Tisdell (2016) is described as, when the responses of participants become
repetitive. One interview session was conducted with each participant.
Observations
Teachers were asked during a weekly staff meeting if they willingly consented to
participating in observations. Observations took place in the month of October 2018. A list of
willing teachers was created as well as their content domain and location site at Midway. One
willing teacher participant was selected from each domain. Eight observations were conducted in
total. Observations were one full class period, a total of 45-54 minutes. Lastly, an observational
checklist was used to indicate if policies, mission statements and/or lesson objectives were
evidenced in the classroom setting for students.
Document Analysis

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As reported in Table 7, policies, procedures and resources were analyzed for significant
influences. Twelve documents such as, district and school handbooks, counselor request forms,
de-identified student work samples and course syllabus was collected. Teachers, administrators and
district officials, if needed were asked to provide relevant materials. Additionally, any forms from
the counseling department were examined. Lastly, the online Western Accreditation of Schools and
Colleges report was used.
Data Analysis
Surveys
For surveys, frequencies between the knowledge, motivation and organizational influences
were analyzed using descriptive statistics. The data analysis included the mean of scores/responses
gathered. The knowledge types that were categorized for this study was factual, conceptual,
procedural, and metacognitive. The motivation indicators, value, self-efficacy, mood, goal
orientation and attribution were organized in these categories. In examining organizational
influences, the categorization of data was separated into resources, culture, setting, policies,
processes and procedures.
Interviews
For interviews, hand typed collected memo notes and transcription occurred. Coding was
conducted with the transcribed notes and using the Tables 5, 6, and 7 organized by the knowledge,
motivation, and organization assumed influences by Clark and Estes (2008). Frequencies and
common themes were identified. Knowledge was classified into factual, conceptual, procedural,
and metacognitive domains for frequencies and common themes. Value, self-efficacy, mood, goal
orientation and attribution was the assigned interview categories associated with motivation.

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Organizational factors were outlined into resources, culture, policies, processes and procedures for
interview variables.
Observations
For observations, field notes and observer comments were gathered as suggested by
Merriam and Tisdell (2016). Analysis of data took place synonymously with data collection. A
coding scheme using the Tables 5, 6, and 7 was employed for the observational notes. An
observational form was used for in class visits to determine the presence of objectives and
classroom mission statements.
Documents
For documents, policies, processes, and procedures were identified and analyzed,
according to Clark and Estes (2008). A coding scheme was also employed to determine if policies
were established and if it was in alignment with the knowledge influences in Table 5.

Trustworthiness of Data
In order to maintain the credibility and trustworthiness of this study, Merriam and Tisdell’s
(2016) Triangulation technique was employed. The strategy attempts to ensure credibility and a
trustworthiness check. Triangulation is defined as utilizing various investigators, data sources
and/or methods of data collection (Merriam & Tisdell, 2016). A variety of collection strategies are
used in an effort to confirm generated findings. In this study, survey, interviews, observations, and
documents were triangulated to increase the credibility of findings reported.
Role of Investigator
The investigator in this study outlined the purpose of this study to all stakeholders,

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administrators at Midway and supporting staff. The author of this project is the subject matter
expert. However, there has been no previously designated employment role that has been acquired
at Midway. Therefore, since the author is not directly part of the staff and privy to intimate
knowledge of the site, Midway’s school administrators were heavily consulted. School site
administrators and the author attempted to gain support from teachers, staff, and stakeholders for
the study. Key implications for this promising practice will assist other similar sites thus, students
were predominantly willing to share information openly. Lastly, the author was considerate of all
site relationships and people. They were not referred to as “subjects” and instead addressed
respectfully, as individuals. The protection of the participants was and remains a top priority,
including their right to privacy, confidentiality, and being transparent in the submission to the
Institution’s Internal Review Board.

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CHAPTER FOUR: RESULTS AND FINDINGS

Data Validation

According to McEwan and McEwan (2003), “triangulation” is the use of a variety of data
sources in a qualitative study. Triangulation of data encourages a deeper, more holistic analysis as
well as, decreases the likelihood of conclusions being drawn with a limited amount of data.
Therefore, a variety of data sources such as the use of a survey, interviews, document analysis and
observations were used to assess the promising influences related to the knowledge, motivation and
perceptions of organizational support by stakeholders. Validation of influences differed for each
data source.
Survey data was analyzed separately by each individual knowledge, motivation and
organizational influence. A chart with frequency data was compiled for each type of knowledge
influence with the percentage of responses and participant counts for each response indicated.
Additionally, standard deviations and means are reported when applicable.
Interviews were conducted until saturation occurred among a majority of participants.
Saturation included agreement among responses from participants. According to Fusch and Ness
(2015), data triangulation supports saturation. Interviews offer a depth of information regarding
assumed influences of the promising practice. Themes emerged throughout many interviews. If a
particular response varied to a high degree as compared to other interview responses, it was
assumed that saturation could not be met due to the high degree of variability. Additionally, data
from surveys was used to inform interview questions and support or challenge interview data. Each

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interview item was transcribed and analyzed in relation to the assumed influences in the
knowledge, motivation and organizational sections.
Observations of stakeholder’s academic setting was conducted in eight classrooms of a
variety of content domains. A 40 minute observation was the average observation time. An
observation form was utilized in an effort to focus on the assumed influences. The form was
formatted by knowledge, motivation and organization sections. The presence of an influence was
indicated as well as, any relevant examples including direct quotes. Percentages and averages are
reported when applicable.
Documents were collected from the research site. Documents such as the school handbook,
enrollment forms, counseling forms, syllabuses, examples of students finished work and a copy of
the accreditation report was gathered. In total, twelve pieces were gathered by administration and
staff upon request. Document characteristics and components related to knowledge, motivation and
organization were analyzed to validate assumed influences of the promising practice.
Data validation of an assumed influences of the promising practice utilized multiple pieces
of sources. Assumed influences of the promising practice was validated by survey results if a
response rate of 60% or above was reported. An influence was validated using interview data if
multiple participants indicated an agreement of it. Relevant examples provided by interviewees
were also used to validate an influence. In the observation data collected, if the presence of the
assumed influence was present in 60% or more of the observation sessions/settings, it validated the
influence. Lastly, documents were used to support the survey, interview and observational data.
McEwan and McEwan (2015) suggest that document analysis can be used to inform some of the
missing data pieces or support it as well as, raise further questions. If a characteristic was present

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on a document piece that supported the knowledge, motivation and organization assumed
influence, it was validated and/or used to support the results and findings proposed.

Results and Findings for Knowledge Causes

In the knowledge category, four types of knowledge were analyzed. They are the factual,
the conceptual, the procedural, and the metacognitive knowledge types (Anderson & Krathwohl,
2001). The knowledge categories and assumed influences for each category is utilized for reporting
the results and findings of the knowledge section.
Factual Knowledge

Influence 1. Students need to pass all six classes with a C or better. Students know the
content of the course. Students know the appropriate California State Standards they are attempting
to master in class. Students know the course expectations and structure of the course.
Survey results . 87.5% of students reported that they need to pass 80-100% of the courses
as shown in Table 8. 40% of respondents indicated that 100% of courses must be passed. 92.5% of
students surveyed reported that it is their goal to earn grades of a C or better as shown in Table 9.
15% of students indicated that A’s are their goal in each course and a majority of 40% attempt to
earn a B in their classes.
Table 8
Survey Results for Factual Knowledge of Midway High School

Factual Knowledge Item
Please complete the sentence: "Students at Mojave need to pass ______.”

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Count %
A. 100% of their classes * 16 40
B. 80% of their classes 19 47.5
C. 60% of their classes 5 12.5
D. 40% of their classes 0 0
Total: 40 100%
* Designates correct response

Table 9
Survey Results for Factual Knowledge of Midway High School

Factual Knowledge Item
Please complete the sentence: "It is the goal for me to earn _____ in my classes.”

Count %
A. A’s 6 15
B. B’s or better 16 40
C. C’s or better* 15 37.5
D. D’s or better 3 7.5
Total: 40 100%
* Designates correct response

Interview findings. Interviewees were asked regarding what content they have learned in
classes on that particular day. Interviewee 1 stated, “ Well, I had a test today so I've learned that
vocabulary is important for tests. And I was just finishing a test in math, and I learning about
absolute value and that I struggle a lot with that.” The second interviewee shared, “To be honest
we didn't really done nothing today.” The participant was probed if they can share what they

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learned last week in any of their classes. They replied, “not really.” The third Interviewee stated,
“We had a working day, so usually we just read up on different types of literature and take notes on
that.” A fourth interviewee reported, “Yeah I learned, in history, more about Japan and all that.
And how they went to world war with the United States. In math I learned about sloping. In
English I learned more about ethos, logos and all that. And right now I'm sewing so I'm just doing
the same thing.” Lastly, Interviewee 5 shared, “Well, we learned about shell shock and stuff earlier
in history, in World War I. About how many new weapons got created then, like tanks and artillery
and mustard gas and all that. Trenches. Stuff like that.” Four interviewees were able to state what
content is being learned.
Observation. In the observation of eight classrooms, it was not evident that students knew
which state learning standards they were addressing for a particular task. For example, in eight
classrooms, the activity’s corresponding California state standards were not posted in the academic
setting. In one classroom, students were working in a workbook that had corresponding state
standards outlined. However, it was evident that students knew the content of the course in all eight
classrooms. For example, students were observed actively working on assignments, submitting
them and editing.
Document analysis. Course syllabi provided by willing teachers indicated the overview of
the course to students, expectations of the class and any relevant state standards. For example, one
syllabi states an overview of the course. “English 1 and 4 classes are using curriculum from
SprindBoard: English Language Arts. We will also be reading novels in class. This curriculum will
increase students’ skills in the following areas: Communication Skills- Conveying ideas,

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Collaboration- Working with others, Creativity- Thinking outside the box and Critical Thinking-
Finding solutions to problems” was on the syllabi provided to students.

Summary. The factual knowledge influence of students need to pass all six classes with a C
or better was predominately met. According to survey data gathered , 87.5% of students reported
that they need to pass 80-100% of the courses. 92.5% of students surveyed reported that it is their
goal to earn grades of a C or better. This meets the survey criteria of being validated as a promising
practice. Interviewees were asked regarding what content they have learned in classes on that
particular day in which, four out of five were able to explain. In the observation of eight
classrooms, it was not evident that students knew which state learning standards they were
addressing for a particular task. Furthermore, it was evident that students knew the content of the
course in all eight classrooms. Course syllabi that were provided by willing teachers indicated the
overview of the course to students, expectations of the class and any relevant state standards. One
factual knowledge area that did not meet the criteria for being met was that learners knew the
appropriate California State Standards they were attempting to master in class.
Influence 2. Students will have a weekly 90% or better attendance rate. Students
know the attendance policy.
Survey results . 100% of respondents reported that they should attend school 70% of the
time or more as shown in Table 10. A majority, 79.5% of learners stated that their weekly
attendance at school should be at 90% which indicates that the criteria is met as a promising
practice. 12.8% reported they should attend school 80% of the time.
Table 10
Survey Results for Factual Knowledge of Midway High School

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Factual Knowledge Item
Please complete the sentence: "My weekly attendance at school should be ______."

Count %
A. 90%* 31 79.5
B. 80% 5 12.8
C. 70% 3 7.7
D. 60% and below 0 0
Total: 39 100%
* Designates correct response

Interview findings. No interview data was collected for this influence.

Observation. In observing eight classrooms, students arrived to class on time in all settings
and in a variety of time frames. This indicates that students know the attendance policy. For
example, students are to arrive on time and avoid unexcused tardies to class.
Document analysis. The attendance policy at Midway clearly states the guidelines of
attendance. In the Student and Parent Midway Handbook provided during enrollment and
accessible on the school website, the attendance policy, its rationale and guidelines are provided. It
states that “Regular attendance and punctuality are essential if a student is to receive maximum
benefit from an instructional program. Absence and tardiness are counterproductive to educational
success...A student will be marked absent by each teacher at any time he or she is not present in a
scheduled class” The bell schedule and school in-session schedule is also provided to all students
and parents and is always accessible via the school website, if needed. Every enrolled student is
provided with the attendance policy and continues to have access online to it.

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Summary. Students will have a weekly 90% or better attendance rate by knowing the
attendance policy. A majority, 79.5% of learners stated that their weekly attendance at school
should be at 90% which indicates that the survey criteria was met, validating the influence. In
observing eight classrooms, students arrived to class on time in all settings and in a variety of time
frames. This also meets the observational data validation criteria. A variety of documents and
resources are provided to key stakeholders regarding the attendance policy so they know the
expectations set forth by Midway and the school district. This influence can be considered a
promising practice due to multiple pieces of evidence validating the critical behavior.

Influence 3. Using self-regulation strategies to promote mental effort in alternative
based courses. Students know what self-regulation strategies and behaviors are.
Survey results . 45% of students reported that self-regulatory strategies are tools or
strategies that help students activate and sustain their thoughts, behaviors, and emotions in order to
reach their goals as shown in Table 11. Additionally, 25% of respondents indicated that
self-regulatory strategies are skills that help me read faster and understand class content. Students
may be practicing particular self-regulatory tools.
Table 11
Survey Results for Factual Knowledge of Midway High School

Factual Knowledge Item
Please complete the sentence: "Self-regulatory strategies are ___________."

Count %
A. tools or strategies that help me activate
and sustain my thoughts, behaviors, and
emotions in order to reach my goals *
18 45

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B. long term goals that we discover as we
learn more
9 22.5
C. skills that help me read faster and
understand class content
10 25
D. helpful annotating skills 3 7.5
Total: 40 100%
* Designates correct response

Interview findings. Interviewees were asked what self-regulatory strategies are.
Interviewee 1 stated, “ Self-regulation strategies? Well, it's just making sure that your limitations of
the outside world don't intervene with the school. You need to be ... If you have to finish
something, make sure you finish that first before doing any other thing that's not as important.”
Interviewee 2 explained, “Like have to ... like keeping yourself under control, not getting mad, not
lashing out. Like don't be disrespectful. Yeah that's really it.” “Set a schedule for when you want to
do things. Sleep on a regular basis, a regular sleep schedule. Just focus on what you want to do and
do it. I'll just use going to school every day (as an example). You're gonna have to wake up early
because the shuttle bus (stops at) Sultana, the Sultana bus arrives at like 6:50. You can't make the
bus in the morning if you sleep too late and if you do make it, you're going to be tired and you're
going to pay less attention to the material you're going to be learning.” stated Interviewee 3.
Interviewee 4 explained self-regulatory strategies include setting goals. For example, “I feel like
they're self-goals or self-challenges you set for yourself. I'm gonna do good today. Or I'm gonna
nail this test if I study hard. Yeah self-goals like that. Or telling yourself that you're gonna take like
three hours of extra credit and make up for goals and challenges.” All five interviewees were able
to describe types of regulatory strategies and personal examples such as, setting goals, planning

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and personal discipline, but not able to provide a concrete definition with their examples of
strategies they employ.
Observation. In observing eight classrooms, a majority 62.5% of settings were using self
regulatory strategies with students which indicates that students are exposed to what they are and
practice them in an academic setting. For example, goal setting was observed in an arts course. The
instructor was telling the student what they need to finish on their art piece. He stated to the student
“Over the weekend work on it and hand it in Monday.” The goal for the student was to finish up
the last portion of the assignment and Monday would be their goal due date.
Document analysis. No documents were collected for this influence.
Summary. Learners will be able to use self-regulation strategies to promote mental effort in
alternative based courses if they know initially what self-regulation strategies and behaviors are.
45% of students correctly reported that self-regulatory strategies are tools or strategies that help
students activate and sustain their thoughts, behaviors, and emotions in order to reach their goals
but it does not meet the designated survey criteria of being a promising practice. In observing eight
classrooms, 62.5% of settings were using self-regulatory strategies with students which indicates
that students are exposed to what they are and practice them in an academic setting. Similarly, all
interviewees were able to describe types of regulatory strategies and personal examples but unable
to provide a concrete definition with their examples of strategies they employ. Therefore, this
influence cannot be fully validated as a promising practice.
Conceptual Knowledge

Influence 1. Students need to pass all six classes with a C or better. Students know how
the content of each course relates to their personal lives. Students know how passing courses

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enables them to be college and career ready. Students know the relationship between passing
courses and graduation.
Survey results . 46.2% of respondents indicated that passing courses allows them to be
prepared for a career in the workforce as indicated in Table 12. However, 43.6% reported that
passing courses with a C or better is “just part of life”. This may indicate that almost half of
respondents do not know how the content of the course and ultimately passing courses with a C or
better applies to their college and/or career aspirations. The results did not meet the designated
criteria of 60%.
Table 12
Survey Results for Conceptual Knowledge of Midway High School

Conceptual Knowledge Item
Please complete the sentence: "Passing my classes with a C or better _________."

Count %
A. is pointless. 2 5.1
B. is part of life. 17 43.6
C. overwhelms me. 2 5.1
D. allows me to be prepared for a career in the
workforce.*
18 46.2
Total: 39 100%
* Designates correct response

Interview findings. Interviewees were asked how the content of their courses connects to
their personal lives and future as well as an example of the perceived connection(s). Interviewee 1
stated, “ Well, for future I'm working in the medical field, so I will need a lot of the things that I

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learn in math especially and in my science class. But basically it's mostly math that I will need.”
However, a personal connection to the content was reportedly absent with Interviewee 1 stating,
“Not so much. Not these classes. ” Interviewee 2 shared a general comment, “ If I don't do good in
school then I'm not gonna do good in life.” A personal connection was lacking between academic
content and the participant’s life and an example of a future or personal connection to classroom
content could also not be stated by Interviewee 2. Interviewee 3 made a connection to his future
by stating, “I feel like it goes together pretty well. What I'm learning right now is most likely going
to help me in the future.” He goes on to share an example, “I want to major in business when I go
to college. So math is definitely going to help out on that and more of a history aspect, learning
from past mistakes that others have done.” No personal relationship was shared. Furthermore,
Interviewee 5 explained, “In that certain aspect, I guess just personal knowledge. Really, in
college, that's where it's gonna count in my personal life, because I'm gonna go to college to learn
how to do 3D animation and stuff like that so I can be a videogame designer. But right now, not
really. Other than math, but...” An indirect future and personal connection was made. Four
interviewees had difficulty in making personal connections to school content and their personal
lives. In terms of their future, all five were able to draw connections to the academic content being
taught.
Observation. In observing eight classrooms, no direct observations were evident regarding
learners making connections to the academic content and their personal goals, lives and future
careers. However, in one classroom, an essential question was written on the board as students
worked on vocabulary. The question posed to students was “What is your perception of the
world?” Students then analyzed images of their choice while filling out a graphic organizer.

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Students’ personal experiences and interpretations were used in the classroom setting to accomplish
English content and standards. Teacher reminded students there is no right or incorrect answer.
Document analysis. The mission statement as outlined in Midway’s 2016-2017 School
Accountability Report Card, states that it is the goal of staff and teachers to assist students towards
a path of graduation and developing academic competence and the skills necessary to become
contributing members of our democratic society. However, the influence was not fully validated in
the sense that students may not know the relationship between passing courses and their long term
goals and aspirations moving into adult life.
Summary. The main influence of students needing to pass all six classes with a C or better
was defined more specifically based on conceptual knowledge criteria. First , students know how
the content of each course relates to their personal lives. Four interviewees had difficulty in making
clear personal connections to school content and their personal lives. This does not meet the
validation criteria. Secondly, students know how passing courses enables them to be college and
career ready. 46.2% of respondents indicated that passing courses allows them to be prepared for a
career in the workforce which did not meet the survey criteria as well. Lastly, students know the
relationship between passing courses and graduation. In terms of their future, all five were able to
draw connections to the academic content being taught. This influence cannot be fully validated as
a promising practice at Midway.

Influence 2. Students will have a weekly 90% or better attendance rate. Students
know how regular attendance enables them to be college and career ready. Students know the
consequences of not attending classes regularly. Students know the relationship between attending
their courses regularly and graduation.

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Survey results . As shown in Table 13, 42.5% of learners responded that regular attendance
develops their skills to have a job/career. Secondly, 22.5% responded that regular attendance gives
them more work from their teachers. Lastly, 17.5% reported that regular attendance also develops
their academic skills for college. Respondents did not validate through data gathered via a survey
that they understood the connection between regular attendance and career readiness, however not
for college or academic purposes.

Table 13
Survey Results for Conceptual Knowledge of Midway High School

Conceptual Knowledge Item
Please complete the sentence: "Regular attendance helps me ___________."

Count %
A. in no way. 7 17.5
B. develop my academic skills for college. 7 17.5
C. develop my skills to have a job/career.* 17 42.5
D. get more work from my teachers. 9 22.5
Total: 40 100%
* Designates correct response

Interview findings. Interviewees were probed on how regular attendance helps them be
college ready. Interviewee 1 explained, “ Well, that just prepares you to be on task all the time
because you're not missing school. So you're used to being in a classroom environment, and you
know what to expect in every day.” Interviewee 2 stated, “Cause you gotta get up. You gotta get
used to just doing work. I don't know that's really it.” Also, Interviewee 3 shared, “It makes me

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more responsible. It's like I have to go to school, if I don't go to school I'm going to get lazy and if I
get lazy I'm not going to do my work. It's a responsibility factor. If you're not responsible in college
you're not going to do well.” Interviewee 4 stated that college readiness skills are developed with
regular school attendance. For example, “Well, being here, being on time, never missing a class so
I can know the next day if there's a test or something or I have to write an essay, then I would
know...Are all skills that you need for college.” All five interviewees were able to explain the
connection between regular attendance and college readiness.
Interviewees also explained how regular attendance assists them with career readiness.
“ Career wise? Well, it just gets you mentally and emotionally prepared to deal with the conflicts
that you might have or situations where you might be bored but you have to deal with it because
that's your career. And I feel attending school every day gets you prepared for that.” stated
Interviewee 1. Interviewee 2 explained how regular attendance prepares him for career readiness.
He said, “'Cause you gotta get up in the morning, you gotta talk to who you gotta ... you gotta
make a living. If you ain't got no money you can't live. I guess it's just like getting me prepared.”
Interviewee 4 also explained, “Well, the same thing as college. But, another way is know what to
do exactly. Because if you don't, if you're lost, your boss will probably get mad at you or
something and can mess up your career or get fired or something. So, just being prepared.” All five
responses provided key connections to regular attendance and the development of positive career
readiness skills.
Another aspect that was probed among interviewees were the consequences of not
attending classes regularly. Interviewee 1 explained, “Well, prime example is me being here at
Midway. Last year I missed a lot of school for nonsense reasons, and I fell behind in classes so that

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affected me this year. I should've had all good classes, AP, this year at Sultana, but here I am at
Midway.” Interviewee 2 shared that he could receive jail time again. He said, “I could get locked
up again.” Interviewee 4 stated, “Missing credits. Missing stuff. Being unprepared because you
won't know what to expect since you weren't there. And it could affect your record if you miss too
much and possibly drop you out if you miss too much.” All five interviewees were able to provide
consequences they felt would arise if they did not regularly attend school.
Observation. No tardies were observed in the nine classroom settings at Midway. 100% of
students were on time to class. It indicates that students know the consequences of not adhering to
the attendance policy and attend class to work towards graduation.
Document analysis. Consequences of not attending school daily are evidenced in an
English syllabus provided to students and parents. Students’ grades include daily participation and
course credits earned is based on attendance as well. It states, “You may earn up to 5 credits per
quarter. Credits will be based on grade and time spent in the class. Example: If you receive a B in
the class but were only enrolled for half the quarter you will receive 2.5 credits. If you receive a B
in the class and were enrolled since the first day of the quarter you will receive 5 credits.” Lastly,
student’s sign a pledge to develop personal accountability upon enrollment as specified in the
Student and Parent Handbook. The pledge has a clause that states “I will get to class on time every
day”.
Summary. Students will have a weekly 90% or better attendance rate was defined more
extensively based on the definition of conceptual knowledge. First, students know how regular
attendance enables them to be college and career ready. 42.5% of learners responded that regular
attendance develops their skills to have a job/career. 17.5% reported that regular attendance also

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develops their academic skills for college. All five interviewees were able to explain the connection
between regular attendance and college and career readiness. Secondly, students know the
consequences of not attending classes regularly was probed. All five interviewees were able to
provide consequences they felt would arise if they did not regularly attend school. 100% of
students were on time to class. Consequences of not attending school daily are evidenced in a
syllabus typically provided to students and parents. Lastly, students know the relationship between
attending their courses regularly and graduation. Student’s sign a pledge in the student and parent
handbook. The pledge outlines that students will have regular attendance. This assists students in
meeting the designated school goal of graduation. Overall, this influence meets the criteria through
multiple pieces of data acquired as a promising practice.
Influence 3. Using self-regulation strategies to promote mental effort in alternative
based courses. Students know that employing self-regulation strategies will assist with their mental
effort. Students know the relationship between self-regulation and positive academic achievement.
Survey results . A majority 73.7% of respondents indicated that self-regulatory strategies
helps them work harder and smarter as shown in Table 14. 10.5% stated that they do not utilize
self-regulatory strategies. Almost three quarters of the respondents knew that employing these
strategies will assist with their mental effort and thus impact their academic achievement positively.
Table 14
Survey Results for Conceptual Knowledge of Midway High School

Conceptual Knowledge Item
Please complete the sentence: "Using strategies such as planning, goal setting, problem
solving and reflecting _____________."

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Count %
A. Helps me work harder and smarter . * 28 73.7
B. does nothing. 1 2.6
C. gets me an A in a class. 2 5.3
D. i s a waste of my time 3 7.9
E. I do not use these strategies. 4 10.5
Total: 38 100%
* Designates correct response

Interview findings. No interview data was collected for this influence.

Observation. In 62.5% of eight classrooms, self-regulation strategies was evident in the
setting. Students were encouraged to use self-regulation strategies for their mental effort and
positive academic achievement. One teacher promoted to their students the skill of problem
solving. They stated, “..That's one of the things that helps me...” Another teacher stated to a learner
to reflect, “Think about it and we will talk about it tomorrow”. A student asked the instructor “Are
we going to have a calendar for all this?” which indicates planning and problem solving.
Document analysis. No documents were collected for this influence.

Summary. The main influence of using self-regulation strategies to promote mental effort in
alternative based courses was defined more extensively using conceptual knowledge. First,
students know that employing self-regulation strategies will assist with their mental effort and thus,
positive academic achievement. A majority 73.7% of respondents indicated that self-regulatory
strategies helps them work harder and smarter. In 62.5% of eight classrooms, self-regulation

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strategies was evident in the setting. Based on survey and observation data validation criteria, the
influence was determined to be a potential promising practice.

Procedural Knowledge

Influence 1. Students need to pass all six classes with a C or better. Students know how
to access their syllabus, be organized with deadlines, turn in designated work, check their
databases to monitor their grades, conduct a meeting with their teacher if their grade is below a C
and put in a counselor request for any socio-emotional/self-regulatory issues affecting performance.
Survey results . An overwhelming majority of 90% of respondents indicated that if they
were failing a course, the step they would take is to raise the grade to a C or better as shown in
Table 15. 5% of students would seek a friend for advice on what to do regarding their situation.
Table 15
Survey Results for Procedural Knowledge of Midway High School

Procedural Knowledge Item
Please answer the following: "You are passing two classes with a “C” or better , but
failing one course. What should you do?"

Count %
A. Get the failing grade up to a “C”.* 36 90
B. nothing. 1 2.5
C. ask your friends what to do. 2 5
D. complain to the teacher that it’s them not you 1 2.5
Total: 40 100%
* Designates correct response

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Interview findings. Interviewees were probed regarding what steps they take to get a C or
better in a course. Interviewee 1 shared, “ Well, first off I don't talk to my peers as much. I make
sure I listen to the instructions given. I re-read any question that I have in the worksheet we're
gonna be doing. I turn in all my assignments, and I just stay on task so I don't get sidetracked and
fall behind.” Interviewee 2 stated he focuses on coming to school and getting assigned work done.
He stated, “I kinda just go in there and just do my work and then once I'm done I mean I just go in
there do it as fast as I can and then once I'm done I can really do whatever I want.” Interviewee 3
focused his response on the steps he takes outside of class to be prepared. For example, “I usually
just as soon as I get home, I start to get to work on everything before I focus on anything else. I get
home, I do all my work, anything I need to do for the day, and then I just study up or relax.”
Interviewee 4 explained, “Well first off I pay attention and focus. And I inscribe whatever my
teacher is saying into my brain and remember it on an assignment we have on that same exact day
or the next day. Or, I right down notes because it's optional and I use that on a test or anything,
assignments really. Oh and studying. Studying is good.” Lastly Interviewee 5 responded, “I just, as
soon as he gives it to me, I just start it. But maybe I've just been kind of doing it hours later. I
would still do it, but later.” All interviewees shared that a critical step in earning a C or better in a
course includes multiple steps and staying focused on turning work in.
Observation. In all observations of eight settings, students were observed turning in work
in the appropriate manner. For example, students were observed submitting completed work to a
basket. In another classroom, a student was observed discussing with their teacher their academic
progress and inquiring what would be the next level of English after they pass the current class.

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Document analysis. Syllabi are provided to students in classes. In one syllabi, it states the
goals of the course, how to get in contact with the instructor and student expectations. For
example, the student expectations recorded on one syllabi was “Respect is all that I ask from you
while in my classroom and on campus. This includes respect for yourself, others, our time and the
physical space and materials. However, if you choose not to be respectful in class, there will be
consequences, ranging from a phone call home and or a discipline referral.”
Summary. The first influence of Students need to pass all six classes with a C or better was
outlined more specifically based on procedural knowledge. First, students know how to access
their syllabus, be organized with deadlines, turn in designated work, check their databases to
monitor their grades, and conduct a meeting with their teacher if their grade is below a C. Students
may also put in a counselor request for any socio-emotional/self-regulatory issues affecting
performance. 90% of respondents indicated that if they were failing a course, they would make it a
priority to raise the grade to a C or better. Interviewees were probed regarding what steps they take
to get a C or better in a course. All interviewees shared that a critical step(s) in earning a C or better
in a course includes multiple steps and staying focused on turning work in. In all observations of
eight settings, students were observed turning in work in the appropriate manner. In one syllabi
provided by a teacher at Midway, it states the goals of the course, how to get in contact with the
instructor and student expectations. Overall, this influence meets multiple data validation criterias to
be considered a potential promising practice.

Influence 2. Students will have a weekly 90% or better attendance rate. Students
know how to get to their classes. Students know how to access transportation.
Survey results . No survey data was collected for this influence.

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Interview findings. Interview participants were asked what steps they engage in to access
transportation to school. Three of the interviewees reported that they access public transportation
then connect to the district provided school transportation. One interviewee explained that a district
bus picks him up at his house because he is in a special program on Midway’s campus. He
explained, “ No the bus actually comes and picks me up at my house.” Interviewee 5 opts out of
school transportation and rides his bike to and from school daily. Interviewee 1 drives his car to
school or a parent assists him with getting to school. All interviewees were able to provide the
steps they take to access transportation to school. However, not all have direct access to a school
bus.
Observation. In all eight observations of classroom settings, students were observed
arriving on time to their designated classes. No student was heard indicating that they did not know
where their class location was or tardy.
Document analysis. A map of the school is provided to any students who need assistance
with classroom locations. In the Student and Parent Handbook provided upon enrollment and via
the school’s website, it states “Transportation is a privilege and may be revoked at any time for
failure to comply with all laws, rules, policies and procedures. Bus passes are issued at the school
site by determining bus eligibility. Proof of residence will be required for every student. If the
student lives within the determined walking boundary (3.5 mi) or lives outside the school boundary
a bus pass will not be issued…”
Summary. The second influence of students will have a weekly 90% or better attendance
rate includes that students know how to get to their classes and how to access transportation.
Interview participants were asked what steps they engage in to access transportation to school.

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Three of the interviewees reported that they access public transportation then connect to the district
provided school transportation. Multiple interviewees do not have direct access to school via a
school bus, but know how to access transportation to attend Midway. A map of the school is
provided to any students who need assistance with classroom locations. In the Student and Parent
Handbook provided upon enrollment and via the school’s website, it states the guidelines and how
students can access school transportation. Based on multiple pieces of data acquired, this influence
met the criteria of being validated as a promising practice.

Influence 3. Students are using self-regulation strategies to promote mental effort in
alternative based courses. Students know how to employ self-regulatory strategies when needed
and submit a counselor request for any socio-emotional/self-regulatory issues affecting
performance.
Survey results . No survey results were collected for this influence.

Interview findings. Interview participants were asked how they use goal setting, planning,
problem solving and reflection for their learning. Interviewees explained that they use some
self-regulatory strategies and the steps they take to implement them. However, they do not employ
all the strategies for their learning and academic goals. For example Interviewee 1 explained how
he uses reflection, planning and goal setting, “ Well, I'm a very ... I don't know how to say it.
Above my age of a person where I always think of my future. I have goals that I have to
accomplish before at least I graduate. And if I don't get them done before then I get very frustrated.
But I have to put goals to finish each class at a day and make sure that I'm doing everything good
not just halfway. And get a ... I'm a person that likes A's, so I want all A's and if I get a B I get
frustrated. So just planning out what I'm gonna need to achieve that. ” Interviewee 2 shared, “ I

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don't. Nah. I mean if I'm slacking then yeah I'll do that but if not then I'll just kinda go in and
whatever-... I see I just do. I mean I've tried that before and it don't really work for me. So I just
kinda take it day by day I guess. I mean I try and problem solve as much as I can. 'Cause if not
then I'm just gonna get in trouble and I'm gonna have to go see my probation officer and then all
this other stuff.” Planning and goal setting were predominately used by Interviewee 3. For
example, “I use that now at Mojave to go back to Sultana because I saw what I did wrong in
Sultana. I wasn't focused. I didn't want to do my work and I just, nothing was planned. So now I'm
just learning to pay attention when I go home, do my work, have everything set up and ready so
that I just can't fail.” Interviewee 4 stated, “Uh ... I don't use it often, but a way to use goal setting
is always telling myself like, I set that goal for that day and I try to accomplish it by the end of the
day...Planning ahead, studying, writing down notes. I believe all of those helps me prepare for
what's ahead. Problem solving? Um ... I don't really use problem solving but if and when I do, I ...
I tell myself ... I'm not sure because yeah, no I don't think I've ever really done problem solving.
Just more goal setting, yeah.” Lastly Interviewee 5 said, “I guess I kind of use schedules
sometimes. At this time, you need to do this. At this time, you need to do your homework. At this
time, do that. At this time, do a little bit more homework. Things like that. I just evaluate the
situation, or at least try to get a grasp of what's going on. And then try to find a solution, if I can. If
I can't, I'm gonna leave it alone.”
Observation. In a majority of the eight classrooms observed, students were observed
employing self-regulatory behavior and/or encouraged to by their instructors. For example, an
instructor was observed attending to each student, going from table to table and asking every
student, “what are you going to work on?” Students were observed reporting their daily goals to

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him. He also provided options to students if they needed help planning their class time and allowed
the student to choose their task(s). Students planned their own short term goals. No observations
were made regarding students inquiring or submitting a counselor request form.
Document analysis. No documents were collected for this influence.

Summary. The main influence of students are using self-regulation strategies to promote
mental effort in alternative based courses includes that students know how to employ
self-regulatory strategies when needed and submit a counselor request for any
socio-emotional/self-regulatory issues affecting performance. Interview participants were asked
how they use goal setting, planning, problem solving and reflection for their learning. Interviewees
explained that they use some self-regulatory strategies and the steps they take to implement them.
However, they do not employ all the strategies of planning, goal setting, reflection and problem
solving for their learning and academic goals. Secondly, interviewees did not state that they seek
out a counselor for any socio-emotional issues impacting their academic performance. In a majority
of the eight classrooms observed, students were observed employing self-regulatory behavior
and/or encouraged to by their instructors as well as reporting daily goals. Overall, this influence
was partially validated in that students know how to employ some self-regulatory strategies when
needed with the exception that students did not indicate that they actively seek out counseling for
self-regulatory issues.

Metacognitive Knowledge

Influence 1. Students need to pass all six classes with a C or better. Students reflect on
the process, their goal, status and planning.
Survey results . No survey results were collected for this influence.

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Interview findings. Interviewees were asked how they evaluate their own academic
achievement. Two interview participants shared that the predominate way they reflect upon their
academic achievement in their courses is by using their grades. Interviewee 2 stated, “ I don't know
what ... just by my grades.” Interviewee 4 explained, “Well ... I don't think I really judge about it.
Yeah, if I have a good grade or not. Like oh okay yeah, it's good. I don't really judge it..”
Interviewee 3 shared that he believes that the techniques he has implemented are overall
contributing to him doing better academically. For example, “I see it as going all right. What I'm
doing now is definitely helping and I'm doing better.” Lastly, Interviewee 5 reflected that as long as
he is moving forward, he is positively progressing. “I think of it as I suppose a step forward instead
of going backwards. Backwards is never good, but I look at it as going forward in life.” Four
interviewees reflected on the process that they utilize to reflect or provoke reflection regarding their
goals and status.
Secondly, interview participants were probed on how they decide to address or plan their
goals. Interviewee 1 stated, “I personally just ... I always write them down and make sure that I at
least accomplish one each day. If it's for future goals I just write down the things that I need to get
to that goal.” Interviewee 2 shared, “I don't know. I just kinda like just run a couple scenarios
through my head I guess. Then I just kinda pick which one's the better option...Well my big goal
right now is to get off probation. My next goal has to be graduating from here. Then just doing all I
have to do to become a barber. ..I don't know. The probation part I just stay out of trouble and just
come back home when my curfew says. School I just do my work. Then I guess becoming a
barber I could just read up on it more or just ask my barber. I don't know. Just look into it more.”
Furthermore, Interviewee 4 explained, “Well first is graduating from (Midway), my second goal I

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want to do is go to college, try to get a degree. Because I want to get into creating video games and
all that, a game designer. And yeah, just because I love video games a lot and yeah. And, after that,
I'm not sure. But I do want a family and all that too. So yeah. And traveling around the world is
one of my major goals in life...I decide on, by telling myself that I have to do this first in order to
accomplish that certain goal. So, for any accomplishment, say like, I need to take a math test, I tell
myself that I just should take notes or to keep in my head at all times before my third period starts
because that's when my math test is, or my math I mean. And yeah. And also, I just, I know money
will help me travel around the world and get my degree. Because money's everything basically.”
All interview participants had future goals that they are attempting to achieve. The techniques
employed in planning for their goals vary and involved reflection. However, short term goals such
as, daily goals towards their more extensive goals were not evidenced.
Observation. In observing eight classrooms, it was evident that instructors addressed
student goals and progress either individually or as a whole class. Metacognitive skills were
observed to be encouraged among students. For example, a teacher stated, “You are behind
because of your absence, let’s get on it” The student paused for a few moments and replied “I can
come in at lunch”. The student was provoked to reflect on their academic progress and create a
plan to make up work.
Document analysis. No documents were collected for this influence.

Summary. Students need to pass all six classes with a C or better which entails based on
metacognitive knowledge, that students reflect on the process, their goal(s), status and planning.
Interviewees were asked how they evaluate their own academic achievement. Two interview
participants shared that they reflect upon their academic achievement in their courses is by using

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their grades as an informal way to assess their progress. Interview participants were also probed on
how they decide to address or plan their goals. All interview participants reportedly had future
goals that they are attempting to achieve. The techniques employed in planning for their goals vary
and involved reflection. Short term goals such as, daily goals towards their more extensive goals
were not evidenced. In observing eight classrooms, it was evident that instructors addressed student
goals and progress either individually or as a whole class. This influence was met based on data
validation criteria that students utilize and are encouraged to engage in reflection regarding their
academic progress.

Influence 2. Students will have a weekly 90% or better attendance rate. Students
reflect on the value of attending school regularly, how it assists with meeting graduation
requirements and enhances the development of their skills.
Survey results . No survey results were collected for this influence.

Interview findings. Interviewees were asked to reflect on their weekly school attendance.
All stated that they rarely or never missed because it is a priority now to be at school. Interviewee 1
explained, “ I've missed one day throughout this whole time. And that was because I had a dentist
appointment. So it was a valid reason, but now I take my attendance very seriously. I don't miss
recklessly like how I did.” Also, Interviewee 4 stated, “Well ... I judge that, I tell myself that I
should, if I do miss, that I should try not to miss and wake up earlier or just be there on time. Or
even if I wake up at seven, I have to get dressed quickly and run to the bus so I can be there on
time and not miss a day.” Through regular attendance, interviewees’ academic goals can be
achieved.

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Observation. In all observation settings, students were on time and had no tardies. This
indicates that students understand how being in class for the fully scheduled time is important to
their academic success. In one setting, a teacher addressed how a student’s absence has impacted
their work progress. For example, a teacher stated, “You are behind because of your absence, let’s
get on it”. In the same setting the teacher addressed other students in their lack of progress on art
pieces due to weekly absences. He stressed the need to be in attendance and its value in completing
work which also impacts students completing the course and ultimately, graduation.
Document analysis. No documents were collected for this influence.

Summary. Students will have a weekly 90% or better attendance rate was outlined based
on metacognitive knowledge. First, students reflect on the value of attending school regularly, how
it assists with meeting graduation requirements and enhances the development of their skills.
Interviewees were asked to reflect on their weekly school attendance. All stated that they rarely or
never missed because it is a priority now to be at school. As a priority, students move closer
towards their goal of graduation. In all observation settings, students were on time and had no
tardies. This may indicate that students understand how being in class for the fully scheduled time
is important to their academic success. Based on the data validation criteria, this influence was
predominantly supported.
Influence 3. Students are using self-regulation strategies to promote mental effort in
alternative based courses . Students reflect on the process, strategies, their goals and status as well
as, planning.
Survey results . No survey results were collected for this influence.

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Interview findings. Interviewees were asked to explain how they use self-regulatory
strategies for their learning. Through their response, evidence of reflection regarding their process,
goals and status was present. For example Interviewee 1 stated, “ ...It was this year when I realized
that I was going to Mojave... my parents, they thought that this was the worst school you could
come to. So that's where I had to fall back and be like okay, I need to plan what I'm gonna do and
make sure I get it accomplished and not sidetrack with other unimportant things.” Interviewee 2
said, “I don't know just about stuff I did in the past...Well kinda just depends on what was going
on. But yeah. (Reflecting on) Life.” Lastly, Interviewee 4 stated, “I use that now at Mojave to go
back to Sultana because I saw what I did wrong in Sultana. I wasn't focused. I didn't want to do
my work and I just, nothing was planned. So now I'm just learning to pay attention when I go
home, do my work, have everything set up and ready so that I just can't fail.” All shared how
self-regulation plays a role in their daily lives and academic settings.
Observation. In eight classes observed, a majority utilized self-regulatory strategies in their
settings. In particular, reflecting on the process and student’s goals was observed. For example, one
instructor encouraged students to reflect on their planning process. She stated “think about it and
we will talk about it tomorrow” when discussing potential project options.
Document analysis. No documents were collected for this influence.

Summary. The predominant influence of students are using self-regulation strategies to
promote mental effort in alternative based courses was outlined more specifically based on
metacognitive knowledge . For example, students reflect on the process, strategies, their goals and
status as well as, planning. Interviewees were asked to explain how they use self-regulatory
strategies for their learning. Evidence of reflection regarding their process, goals and status was

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present in three interviewees. In eight classes observed, a majority utilized self-regulatory strategies
especially reflecting on the process and student’s goals was observed. Overall, this influence met
the validation criteria.
Summary of Validated Knowledge Influences

Twelve influences in the four main domains of knowledge were analyzed through multiple
pieces of acquired data in an effort to validate each of the influences as a potential promising
practice at Midway. Validation of a promising practice was determined through a combination of
surveys, interviews, observations and document analysis. Seven promising practices of the
assumed knowledge influences was determined. Table 16 presents an overview of the results of the
assessment of each assumed knowledge influence. Context specific recommendations based on
the validated promising practices will be discussed in Chapter Five.
Table 16
Summary of Assumed Knowledge Promising Practices V alidation

Factual Knowledge

Assumed Influences Promising
Practice?
Influence 1. Students need to pass all six classes with a C or better.
Students know the content of the course. Students know the appropriate
California State Standards they are attempting to master in class.
Students know the course expectations and structure of the course.
No
Influence 2. Students will have a weekly 90% or better attendance
rate. Students know the attendance policy.

Promising
Practice

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Influence 3. Using self-regulation strategies to promote mental effort
in alternative based courses. Students know what self-regulation
strategies and behaviors are.

No

Conceptual Knowledge

Assumed Influences Promising
Practice?
Influence 1. Students need to pass all six classes with a C or better.
Students know how the content of each course relates to their personal
lives. Students know how passing courses enables them to be college and
career ready. Students know the relationship between passing courses
and graduation.

No
Influence 2. Students will have a weekly 90% or better attendance
rate. Students know how regular attendance enables them to be college
and career ready. Students know the consequences of not attending
classes regularly. Students know the relationship between attending their
courses regularly and graduation.

Promising
Practice
Influence 3. Using self-regulation strategies to promote mental effort
in alternative based courses. Students know that employing
self-regulation strategies will assist with their mental effort. Students
know the relationship between self-regulation and positive academic
achievement
Promising
Practice

Procedural Knowledge

Assumed Influences Promising
Practice?
Influence 1. Students need to pass all six classes with a C or better.
Students know how to access their syllabus, be organized with deadlines,
turn in designated work, check their databases to monitor their grades,
conduct a meeting with their teacher if their grade is below a C and put in
a counselor request for any socio-emotional/self-regulatory issues
affecting performance.
Promising
Practice

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Influence 2. Students will have a weekly 90% or better attendance
rate. Students know how to get to their classes. Students know how to
access transportation.

Promising
Practice
Influence 3. Students are using self-regulation strategies to promote
mental effort in alternative based courses. Students know how to
employ self-regulatory strategies when needed and submit a counselor
request for any socio-emotional/self-regulatory issues affecting
performance.

No

Metacognitive Knowledge

Assumed Influences Promising
Practice?
Influence 1. Students need to pass all six classes with a C or better.
Students reflect on the process, their goal, status and planning.

Promising
Practice
Influence 2. Students will have a weekly 90% or better attendance
rate. Students know how to get to their classes. Students know how to
access transportation.

Promising
Practice
Influence 3. Students are using self-regulation strategies to promote
mental effort in alternative based courses. Students know how to
employ self-regulatory strategies when needed and submit a counselor
request for any socio-emotional/self-regulatory issues affecting
performance.

No

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Results and Findings for Motivation Causes
Value

Influence 1. Students need to pass all six classes with a C or better. Students value
passing courses in an effort to graduate.
Survey results . 32.5% of respondents indicated that they “Highly Value” passing courses
with a C or better as shown in Table 17. Passing courses not just to graduate, but with a C or better
indicates college and career readiness and eligibility according to California State Standards. 22.5%
of respondents also reported an “8” on a scale of 1-10, “10” being “Highly Value” that they value
passing courses with a “C” or better. This indicates that 55% of respondents scored an 8-10 on
value which is on the “Highly Value” end of the scale. Additionally, 56.4% of participants
specified that they “moderately agree”, a score of a “4” that they doing well on intellectual tasks is
very important to them as demonstrated in Table 18.
Table 17
Survey Results for Motivation (Value) of Midway High School

Value Motivation Item
Please rate the extent to which you value: "Passing all courses with a "C" or better"

Count %
0 Do Not Value at All 0 0
1 0 0
2 0 0
3 0 0
4 2 5
5 Moderately Value 5 12.5

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6 0 0
7 5 12.5
8 9 22.5
9 9 15
10 Highly Value 13 32.5
Total: 40 100%

Table 18
Survey Results for Motivation (Value) of Midway High School

Value Motivation Item
Using the scale below, rate the extent to which you agree or disagree with the following
statements: "Doing well on intellectual tasks is very important to me."

Count %
1 Strongly disagree 0 0
2 Moderately disagree 0 0
3 Neither agree or disagree 8 20.5
4 Moderately agree 22 56.4
5 Strongly agree 9 23.1
Total: 39 100%

Interview findings. Interviewees were asked what they believe are the potential reasons for
students passing their courses at Midway or not. Interviewee 1 stated, “ Well, some of them don't
really care about school in a way. So they don't really care if they pass class or not. But the ones
that are passing are because they're like me. They come from regular high school, and they were

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moved over here so they're trying to go back and trying to graduate from where they started.” “I
don't even know. I guess some of 'em wanna graduate and they got plans or something. I don't
know. I don't know. They could just be lazy. They could just not wanna do it. Something could be
happening, I don't know.” stated Interviewee 2. Interviewee 3 shared reasons he believes students
pass. He said, “The materials easier to learn and it's given to you in a simplistic way. It's not
overbearing or complicated.” Lastly, Interviewee 5 explained, “I mean, not, just talking and not
caring. And doing, I suppose, either they like it or they just do it like me, just to get it out the way.
Yeah. Pretty much, I suppose.”
Another question posed related to how much interviewees valued their racial identity. Four
of the five interview participants expressed “strongly”. Three identified as being Latino, one stated
Black and one participant stated “I don’t know” due to being adopted. For example, Interviewee 3
explained, “Decently, it's not something I have in the back of my head all the time, but it's
definitely something I care about.” Interviewee 4 said, “I strongly value it. I don't mind being it
(Latino) and actually I enjoy it more than disliking it. I like it.” Lastly, Interviewee 1 shared, “Well,
I'm very, very proud of my nationality, of who I am. I feel like that makes me push myself even
harder. Having the standards of just being a lawn worker or a construction worker, that pushes me
to drive even harder to be more successful than people think I will be.”
Observation. In three classroom settings, students demonstrated that they had a level of
value regarding doing well on intellectual tasks in the class by discussing their academic progress
with their teachers. For example, in one setting, a student was engaging in a dialogue with the
teacher asking that if he passes the course, what is the next course that he will progress to. In
another setting, the student said, “I can come in at lunch” when told that they were behind in their

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progress. Lastly, a teacher stated, “Over the weekend work on it and hand it in Monday and I will
update your grade” in response to a student who was inquiring about making up a missing
assignment.
Document analysis. No documents were collected for this influence.

Summary. Students need to pass all six classes with a C or better. Students value passing
courses in an effort to graduate. 32.5%of respondents indicated that they “Highly Value” passing
courses with a C or better. Passing courses not just to graduate, but with a C or better indicates
college and career readiness and eligibility according to California State Standards. Interviewees
were asked what they believe are the potential reasons for students passing their courses at Midway
or not. Multiple interviewees stated “graduation” as a reason student’s value passing courses.
Another question posed related to how much interviewees valued their racial identity. Four of the
five interview participants expressed “strongly”. This was posed to interviewees in an effort to
understand how strongly their racial identity may play a role in the academic setting and
achievement. In three classroom settings, students demonstrated that they had a level of value
regarding doing well on intellectual tasks in the class by discussing their academic progress with
their teachers. Overall, this influence limitedly met the criteria of being validated due to reported
interview and observational data supporting it, but survey data not.

Influence 2. Students will have a weekly 90% or better attendance rate. Students
value regular attendance to graduate.
Survey results . 25.6% of respondents rated “highly valuing”, with a score of “10”
regarding attending school at a 90% or better rate. Respondents at 23.1% indicated attending

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school 90% of the time as an “8” in value to them which signifies a high value as well. Lastly,
17.9% of respondents reported a “9” in value for 90% weekly attendance. Therefore, 66.6% of
overall survey participants rated an 8-10 in value for this influence. (See Table 19)
Table 19
Survey Results for Motivation (Value) of Midway High School

Value Motivation Item
Please rate the extent to which you value: "Having a weekly 90% or better attendance
rate to graduate."

Count %
0 Do Not Value at All 1 2.6
1 0 0
2 0 0
3 0 0
4 1 2.6
5 Moderately Value 5 12.8
6 4 10.3
7 2 5.1
8 9 23.1
9 7 17.9
10 Highly Value 10 26.5
Total: 39 100%

Interview findings. No interview data was collected for this influence.

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Observation. Seven observations were conducted from the start of the instructional time
allotted. 71.4% of the seven observation settings had students arrive on time to their class or with
an appropriate tardy pass if late. This may indicate that student’s value being on time and in class
for the entire instructional time scheduled.
Document analysis. No documents were collected for this influence.

Summary. The influence of students will have a weekly 90% or better attendance rate was
defined more specifically based on value. Therefore, students value regular attendance to graduate.
66.6% of overall survey participants rated an 8-10 in value for this influence which indicates a high
level of value. Seven observations were conducted from the start of the instructional time allotted.
71.4% of the seven observation settings had students arrive on time to their class or with an
appropriate tardy pass if late. Based on data acquired, this influence met the criteria of being a
potential promising practice.

Influence 3. Using self-regulation strategies to promote mental effort in alternative
based courses. Students value using self-regulatory strategies in an effort to increase achievement
towards graduation.
Survey results . No survey results were collected for this influence.

Interview findings. No interview data was collected for this influence.

Observation. In eight classes observed, 62.5%, a majority utilized self-regulatory strategies
in which could indicate a value in using the strategies in the classroom environment. Reflecting on
the process and student’s goals was observed. For example, one instructor encouraged students to

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reflect on their planning process. She stated “think about it and we will talk about it tomorrow”
when discussing potential project options.
Document analysis. No documents were collected for this influence.

Summary. Using self-regulation strategies to promote mental effort in alternative based
courses. Students value using self-regulatory strategies in an effort to increase achievement towards
graduation. In eight classes observed, 62. 5% utilized a variety of self-regulatory strategies in their
settings which could indicate a personal value in the academic setting of using the strategies.
Reflecting on the process and student’s goals was observed. However, based on limited data
gathered from multiple sources, this influence cannot be determined as a promising practice.

Self-Efficacy

Influence 1. Students need to pass all six classes with a C or better. Students are
confident they can pass courses.
Survey results . 40% of respondents indicated a “10” of “Highly Confident” in being able
to pass their courses with a “C” or better (see Table 20). 17.5% of learners were “Moderately
Confident” with a reported confidence level of a “5”. This does not meet the survey validation
criteria.
Table 20
Survey Results for Motivation (Self Efficacy) of Midway High School

Self Efficacy Motivation Item
Using the scale below, please rate how CONFIDENT you are that you can do the
following right now : "Pass all classes with a “C” or better"

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Count %
0 Not Confident at all 0 0
1 0 0
2 1 2.5
3 2 5
4 0 0
5 Moderately Confident 7 17.5
6 3 7.5
7 6 15
8 3 7.5
9 2 5
10 Highly Confident 16 40
Total: 40 100%

Interview findings. Interviewees were asked how confident they feel regarding passing
their courses with a C or better. Four of the five interviewees expressed “highly confident” or
“pretty confident”. Interviewee 1 stated, “ Well, here at Mojave I have all A's, so I am very
confident because everything's straight forward.” Interviewee 3 added, “I feel pretty confident,
yeah. At this school, yeah, definitely.” Lastly Interviewee 4 said, “I feel pretty confident because
I'm not failing any classes right now. They're all a C or better I'm pretty sure. So, pretty confident.”
Additionally, interview participants were asked how their reported confidence has either
been hindered or developed. Family and friends were predominately mentioned as factors that have
increased students confidence or assisted with its positive development. For example, Interviewee
1 shared, “Well, it was just ... I have three friends here, so it was just that me staying focused in

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each class and making sure that I finished everything and not leave anything for tomorrow.” “Well,
ever since I was little I used to get good grades. So I don't know. I guess it just started there.” said
Interviewee 2. Interviewee 4 explained, “It developed because I had some family members help me
out. Some really good friends helped me out too and just telling myself that I need to do this, I need
to get on the ball and set goals for myself and just accomplish them with a strong, hard will.”
However, Interviewee 3 stated that Midway assisted him in developing his confidence. He said,
“Going to (Midway) and learning, looking at the syllabus and their pass fail rate and getting to
know each teacher and talking to them a little bit more, you get more of how the school works.
That was definitely a part of it.”
A third component that was explored with interviewee was regarding their racial identity.
They were asked to explain how they believe their racial identity has potentially impacted their
academic experiences, if at all. Interviewee 1 stated, “Well, it has because my parents didn't finish
high school at all. My mom didn't get to high school, and my dad got to the 3rd grade. So for that
it's just ... They always push me, and Mexican households are always like school is first and that's
your priority. So that has pushed me a lot because I have cousins who are successful, so that drives
me even more because I know if they made it I can make it too. So I feel like my background is a
lot of motivation.” Interviewee 3 discussed the role of influence from his Latino peers. He shared,
“In a way it more leads me to different groups of people (Latinos) and the way those people do
influences me in a way because if they're doing great, I want to be up there with them and if they're
doing not so great I want to try to be doing better.” Three interviewees stated “I don't know” or
they believe their racial identity has not impacted their academic experiences.

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Interviewees were asked if they have had any experiences with teacher or staff that they felt
were discriminatory in their academic career. Two interviewees shared their experiences.
Interviewee 1 explained, “Yes actually, and it was a big conflict. But at the end of the day I just had
to prove to that teacher that ... That person might think a certain way towards my, you could say,
people, but we are doing better things to prove that we're not just here to fulfill what they think
we're here for, you know? I mean, I didn't take it in a bad way, but the person did. They thought I
was trying to fight back or something, and I was like no, you wanna come against me and talk
about my race, well, I'm gonna defend who I am and who I stand for. So that.” He went on to
explain the situation that occurred “We were talking about how Caucasian people usually are the
ones who finish college and have the money and have the success, but any other race like blacks
and Mexicans ... He's like, "Especially Mexicans who just come here and work in the fields or just
walk around like they own things, but they really don't." And I told him, "With all due respect,
that's not everybody." I was like, "My parents never did that. Yes, they've had their conflicts, but
they've taught me that respect and common sense of what's good and bad." So I was like, "So
that's not everybody because I can't judge you. I can't say that you're a drug addict just because
you're white." So then he felt very offended because of that, but I guess his comment wasn't
offended at all ... offensive to anybody. And it was a class full of Latinos and African Americans,
so everybody was just shocked. But nobody did anything. They were just all like ... So I took a
stand for what I've been trying to avoid, racism, which is ... There's no point to that.”
Interviewee 4 also added his experience with discriminatory actions in his academic
journey. He stated, “Hmm ... there was one teacher way back in third grade who did say something
kind of mean to me based on my race and I didn't appreciate it. I forgot, but it was something

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towards me and I think I told the principal...It was a long time ago.” In terms of these experiences
has impacted their views on being a successful student, Interviewee 1 stated, “Well, it just ... Like I
said, it just pushed me to where ... in a way to prove anybody who thinks that we're just here to be
lazy, prove them wrong and prove that we're here to actually become better than what our
generations were. There's a very funny thing my father-in-law says. I put oil every morning so it
just slides off.” Three other interviewees stated “no” they cannot report any discriminatory actions
that have happened in their educational experience.
Observation. All eight observation settings showed students confidence in accessing
academic resources needed to successfully complete the designated task and ultimately, course. For
example, one student asked their instructor, “what is the class code?” for their classroom website
and others immediately logged on independently. “Miss, can I borrow a pen?” another student
asked their teacher in an effort to get the work done. Additionally, when an instructor asked
students “Are you good?” in reference to needing assistance on an assigned task, every student
said, “yes” or nodded “yes” in response.
Document analysis. No documents were collected for this influence.

Summary. The main influence of students need to pass all six classes with a C or better was
outlined specifically to self-efficacy in which, students are confident they can pass courses. 40% of
respondents indicated a “10” of “Highly Confident” in being able to pass their courses with a “C”
or better. The survey validation criteria was not met. Furthermore, interviewees were asked how
confident they feel regarding passing their courses with a C or better. Four of the five interviewees
expressed “highly confident” or “pretty confident” which meets the interview data validation
criteria. Additionally, interview participants were asked how their reported confidence has either

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been hindered or developed. Family and friends were predominately mentioned as factors that have
increased students confidence or assisted with its positive development. Lastly, interviewees were
asked if they have had any experiences with teacher or staff that they felt were discriminatory in
their academic career. Two interviewees shared their experiences which does not strongly meet the
interview validation criteria. This was asked in an attempt to understand if any discriminatory
experiences frequently reported by research towards male minorities has impacted students’ school
experience. All eight observation settings showed students confidence in accessing academic
resources needed to successfully complete the designated task and ultimately, course. This
influence was predominately validated through interview and observation data, not survey data
acquired.
Influence 2. Students will have a weekly 90% or better attendance rate. Students are
confident they can attend school every day.
Survey results . No survey results were collected for this influence.

Interview findings. A question that was probed among interview participants was if any
discriminatory actions have taken place at Midway against them. All five stated, “No”. A follow
up question asked interviewees how teachers and staff have or have not been discriminatory
towards them and thus, impact their attendance. Interviewee 1 shared that he feels the diversity
among staff has made him feel more welcomed on campus. For example, “ They haven't because
they all are very family like type of teachers. Well, I mean, there's a lot of mixture. There's not just
certain type of teacher where they're all just Caucasian or just all black, you know? For prime
example, Ms. [inaudible 00:17:46], she's Puerto Rican and you know? So she has that descent of
Latinos. She knows how it is. So many teachers, just because they're white, they don't take that as

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... to the heart. They get along with everybody. They joke around the same. Something that they're
Mexican because they have friends who are. So it's like it's very of a ... You feel welcomed in a
way.” Interviewee 4 also added, “They haven't because, well they're polite, they help me out with
my work and stuff and when I ask them they have a really nice vibe and they're just polite with
everything.” Lastly, Interviewee 5 said, “They treat me pretty equally. I mean, I do it vice versa. I'd
be pretty confused if it wasn't.”
Observation. No documents were collected for this influence.

Document analysis. No collection was collected for this influence.

Summary. Students will have a weekly 90% or better attendance rate was specified based
on self-efficacy as students are confident they can attend school every day. Interview participants
was if any discriminatory actions have taken place at Midway against them which could hinder
their confidence level in being able to attend school and achieve their goals. All five stated, “No”.
A follow up question asked interviewees how teachers and staff have or have not been
discriminatory towards them and thus, impact their attendance. Interviewees reported that the staff
is highly welcoming to students. Based on limited data acquired, this influence cannot be fully
validated.
Influence 3. Using self-regulation strategies to promote mental effort in alternative
based courses. Students are confident they can use self-regulatory skills in their courses.
Survey results . 25% of respondents indicated that they are at a “7” in confidence when it
comes to setting goals, planning and reflecting on behavior as shown in Table 21. A “Highly
Confident” rating of a “10” was reported by 22.5% of participants. Therefore, 47.5% of

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respondents rated their confidence level for this influence in a high-moderate to high confidence.
This does not meet the survey data validation criteria.
Table 21
Survey Results for Motivation (Self Efficacy) of Midway High School

Self-Efficacy Motivation Item
Using the scale below, please rate how CONFIDENT you are that you can do the
following right now: "To plan, set goals, problem solve and reflect on your behavior ."

Count %
0 Not Confident at all 0 0
1 0 0
2 1 2.5
3 0 0
4 2 5
5 Moderately Confident 3 7.5
6 6 15
7 10 25
8 7 17.5
9 2 5
10 Highly Confident 9 22.5
Total: 40 100%

Interview findings. No interview data was collected for this influence.

Observation. No observation data was collected for this influence.

Document analysis. No documents were collected for this influence.

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Summary. In terms of self-efficacy, using self-regulation strategies to promote mental effort
in alternative based courses includes that students are confident they can use self-regulatory skills
in their courses. 47.5% of respondents rated their confidence level for this influence in a
high-moderate to high confidence which does not strongly meet the designated survey validation
criteria. Therefore, with limited data and survey data not meeting validation criteria, this influence
cannot be fully validated as a promising practice.

Mood

Influence 1. Students need to pass all six classes with a C or better. Students feel
positive about passing courses.
Survey results . No survey results were collected for this influence.

Interview findings. Interview participants were asked if they feel certain student groups do
better in school compared to others. Interviewee 1 explained, “It really varies. I mean, some that
have their careers in their head and actually wanna be successful are the ones that actually pass.
But the ones who are just reckless [inaudible 00:12:32] by the day are usually the ones that just fail
in class.” Interviewee 3 stated, “No, I feel like it's about the same. As long as you put in the same
effort that everyone else is, you'll be okay.” Lastly, Interviewee 4 stated, “Yes and no. Yes because
if there is a certain group that, for example there's a group of smarties or something, if they all work
together, they could probably do the best. And if there's just like normal groups around the school,
then no, they all do the same.”
A follow up question was also posed to interviewees regarding how they perceive their
academic capabilities compared to their peers at Midway. Interviewee 1 said, “Well, I struggle a lot

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in math, but I also try to find ways to make it easier for me and comprehend the subject, not just
give up on it. But many times there's many students who just don't get it and get frustrated and
leave it there. And I try to find a solution. So I feel like that's what makes me more of a go getter
type of person if that makes sense.” Interviewee 3 added, “I'd say that I'm either at level with them
or pay more attention to them being more focused. At level or doing better.” Lastly Interviewee 5
shared he does not compare himself to his peers. For example,, “I never think about it. I just do it, I
suppose. I see other people not doing it and I'm like, "Oh, okay, they're not doing theirs, but I'm
doing mine, so."
Observation. No observation data was collected for this influence.

Document analysis. No documents were collected for this influence.

Summary. Students need to pass all six classes with a C or better was applied to mood
more specifically as students feel positive about passing courses. Interview participants were asked
if they feel certain student groups do better in school compared to others. This question was posed
in an effort to understand if students feel they are at a disadvantage compared to other student
groups and therefore, not able to achieve their academic goals. Two interviewees stated “no”
whereas another three interviewees stated different perspectives. A follow up question was also
posed to the interviewees regarding how they perceive their academic capabilities compared to
their peers at Midway. There was no consensus among interviewees on their perceived academic
skills as compared to their peers. This influence did not meet the data validation criteria primarily
due to limited evidence gathered and lack of interviewee consensus.

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Influence 2. Students will have a weekly 90% or better attendance rate. Students feel
positive about attending Midway every day.
Survey results . There were two majority groups for the survey data regarding this
influence. 20% reported a “10” of “Highly Positive” in attending Midway every day. Secondly,
20% of participants also reported a “5” of “Moderately Positive”. 17.5% rated their positivity about
daily school attendance as a “7” and 17.5% rated it as an “8”. Overall, 55% of respondents
indicated their positivity of school attendance as a “7” or above. (see Table 22)
Table 22
Survey Results for Motivation (Mood) of Midway High School

Mood Motivation Item
Using the scale below, please rate how POSITIVE you feel about doing the following:
"Attending classes at Mojave every day"

Count %
0 Not Positive at all 1 2.5
1 0 0
2 0 0
3 1 2.5
4 3 7.5
5 Moderately Positive 8 20
6 2 5
7 7 17.5
8 7 17.5
9 3 7.5
10 Highly Positive 8 20

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Total: 40 100%

Interview findings. Interviewees were asked how they feel about attending Midway every
day. Responses ranged describing a personal sense of shame to “relaxing”. For example
Interviewee 1 stated, “ It's kind of ... In a way it's kind of shameful. I'm not saying because it's a bad
school, but it's because I've always been an AP student and last year I was just completely slacking
off. So for it's not being at the level I know I can be. And it's okay because it taught me to mature a
lot and not focus on petty high school kids' problems.” Interviewee 2 explained, “It's all right. I
don't really like it here but it's whatever. It's not ... I just feel like my high school ... I feel like high
school is supposed to be way different for me. I feel like I just messed it all up. I feel like high
school was supposed to be the fun years but I'm having to do so much other stuff, like I don't
know.” “It's interesting. It's a different atmosphere. It's more common in Sultana and you feel less
judged I'd say here. It's a lot less stress put on your back. It's more relaxing and you just feel all
right.” explained Interviewee 3. Interviewee 4 stated that “I feel good. I just, the only hard thing is
getting up at six every day and I'll get used to it and I push myself, just say, "Oh I have to go, I
need credits, to catch up on." So.” Lastly, Interviewee 5 had a neutral feeling in stating “it’s
whatever..Just think about it as going to school.”
Observation. No observation data was collected for this influence.

Document analysis. No documents were collected for this influence.

Summary. The main influence of students will have a weekly 90% or better attendance rate
was defined in terms of mood as, students feel positive about attending Midway every day. 55% of
respondents indicated their positivity as a “7” or above in attending school every day. This does not

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meet the survey data validation criteria. Interviewees were asked how they feel about attending
Midway every day. Responses all varied and ranged from describing a personal sense of shame to
“relaxing”. This influence cannot be fully validated based on lack of survey data validation and
consensus among multiple interviewees.

Influence 3. Students use self-regulation strategies to promote mental effort in
alternative based courses. Students feel positive about employing self-regulatory strategies.
Survey results . 25.6% of participants rated their positivity about using self-regulatory
strategies as an “8” as shown in Table 22. Secondly, 23.1% of respondents indicated that they are
“Highly Positive” with a score of a “10”. A score of a “7” was reported by 17.9% of respondents.
66.6% of participants rated a positive score of a “7” or better. (See Table 23)
Table 23

Survey Results for Motivation (Mood) of Midway High School

Mood Motivation Item
Using the scale below, please rate how POSITIVE you feel about doing the following:
"Using goal setting, planning, problem solving and reflection to help your learning."

Count %
0 Not Positive at all 1 2.6
1 1 2.6
2 0 0
3 0 0
4 0 0
5 Moderately Positive 6 15.4

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6 1 2.6
7 7 17.9
8 10 25.6
9 4 10.3
10 Highly Positive 9 23.1
Total: 40 100%

Interview findings. No interview data was collected for this influence.

Observation. In 62.5% of the eight classrooms observed, students were observed
employing self-regulatory behavior and/or encouraged to by their instructors which may indicate
an overall positive mood within classes in using these strategies for achievement. For example, an
instructor was observed attending to each student, going from table to table and asking every
student, “what are you going to work on?” Students were observed reporting their daily goals to
him. He also provided options to students if they needed help planning their class time and allowed
the student to choose their task(s). Students planned their own short term goals.
Document analysis. No documents were collected for this influence.

Summary. Students use self-regulation strategies to promote mental effort in alternative
based courses is outlined more specifically for mood as, students feel positive about employing
self-regulatory strategies. 66.6% of participants rated a positive score of a “7” or better. This meets
survey data validation criteria. In 62.5%, a majority of the eight classrooms observed, students
were observed employing self-regulatory behavior and/or encouraged to by their instructors. This
practice which may indicate an overall positive mood within classes in using these strategies for

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achievement. Overall, this influence meets the criteria as a promising practice due to survey and
observation data acquired.

Attribution

Influence 1. Students need to pass all six classes with a C or better. Students attribute
their success or failure in passing courses to their own efforts.
Survey results . A majority, 90% of respondents stated that it is “their own efforts” that
determines if they successfully pass a course with a “C” or better. 60% of participants also
indicated that their academic achievement in passing a course with a “C” or better is due to “their
teachers”. This influence can be validated in that students do believe that their role is critical in their
achievement. (See Table 24)
Table 24
Survey Results for Motivation (Attribution) of Midway High School

Attribution Motivation Item
Please check all that apply: "Passing courses with a “C” or better is due to?"

Count %
A) Administration (leadership) 5 12.5
B) Teachers 24 60
C) Counselors 6 15
D) My own efforts 36 90
E) Students helping each other 20 50
F) The educational system 11 27.5
G) None of the above 0 0

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Total: 40 100%

Interview findings. Interviewee participants were asked why they believe they do well or
not do well in a course. A combination of factors were shared. Interviewee 1 stated, “ Well, when I
don't do well it's because I'm either talking too much or looking at things I shouldn't be looking at
on the computer or something. And I do well it's because I'm on task, I'm paying attention, I'm
asking questions when I don't understand anything.” Interviewee 2 explained, “I mean I guess
more structure. Something happened (if I am not doing well). Like if I'm not doing good in school
or something like that it means something happened at home or some other ... like I did something
or I don't know.” Interviewee 3 added, “Because I focus. Distractions like friends, when I'm
extremely tired, hungry.” Lastly, Interviewee 5 added “Just doing my work. Distractions,
sometimes. Just someone talking to me and I indulge in the conversation. And that counts as not
participating, so it lowers my grade.”
Observation. No observation data was collected for this influence.

Document analysis. No documents were collected for this influence.

Summary. The main influence of students need to pass all six classes with a C or better was
specified for attribution as, students attribute their success or failure in passing courses to their own
efforts. 90% of respondents stated that it is “their own efforts” that determines if they successfully
pass a course with a “C” or better. Interviewee participants were asked why they believe they do
well or not do well in a course. Although a combination of factors were shared, many interviewees
indicate that it is their own personal behaviors that do or do not determine their success in a course.
Overall, this influence meets the criteria of a promising practice based on data sets acquired.

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Influence 2. Students will have a weekly 90% or better attendance rate. Students
attribute their attendance to their own efforts.
Survey results . A majority, 75% of survey participants indicated that a 90% attendance rate
is due to “their own efforts.” However, 72.5% of students also indicated that “their teachers” are a
factor in their attendance rate as shown in Table 25. A predominant factor for participants were
their own efforts, but teachers also play a pivotal role in students attending school.
Table 25

Survey Results for Motivation (Attribution) of Midway High School

Attribution Motivation Item
Please check all that apply: "Students having a weekly 90% pass rate or better is due
to?"

Count %
A) Administration (leadership) 7 17.5
B) Teachers 29 72.5
C) Counselors 8 20
D) My own efforts 30 75
E) Students helping each other 25 62.5
F) The educational system 11 27.5
G) None of the above 1 2.5
Total: 40 100%

Interview findings. No interview data was collected for this influence.

Observation. No observation data was collected for this influence.

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Document analysis. No documents were collected for this influence.

Summary. Students attribute their attendance to their own efforts was more specifically
outlined for attribution. 75% of survey participants indicated that a 90% attendance rate is due to
“their own efforts.” This does meet the survey data validation criteria. However, the influence
cannot be validated fully due to a lack of multiple pieces of evidence.

Influence 3. Students use self-regulation strategies to promote mental effort in
alternative based courses . Students attribute their success or failure in courses to their own effort.
Survey results . No survey data was collected for this influence.

Interview findings. Interviewees were asked why they succeed or not in a course. Many
responses centered on their own efforts. For example, Interviewee 1 stated, “ Well, when I don't do
well it's because I'm either talking too much or looking at things I shouldn't be looking at on the
computer or something. And I do well it's because I'm on task, I'm paying attention, I'm asking
questions when I don't understand anything.” Interviewee 2 explained, “...Like if I'm not doing
good in school or something like that it means something happened at home or some other ... like I
did something or I don't know.” Interviewee 3 added, “Because I focus. Distractions like friends,
when I'm extremely tired, hungry.” Lastly, Interviewee 5 added “Just doing my work. Distractions,
sometimes. Just someone talking to me and I indulge in the conversation. And that counts as not
participating, so it lowers my grade.”
Observation. No observation data was collected for this influence.

Document analysis. No documents were collected for this influence.

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Summary. The main influence of students use self-regulation strategies to promote mental
effort in alternative based courses was specified for attribution as, students attribute their success or
failure in courses to their own effort. Interviewees were asked why they succeed or not in a course.
Four responses centered on their own efforts. This meets the interview data validation for the
influence. However, due to the limited evidence, this influence cannot be fully validated as such.

Goal Orientation
Influence 1. Students need to pass all six classes with a C or better. Students engage in
courses and learn from their mistakes.
Survey results . 55.3% of respondents indicated that they “moderately agree” that even with
setbacks, it is their goal to engage in their courses (see Table 26). 31.6% of participants stated that
they “highly agree” that it is their goal to engage in their classes. Therefore, 86.9% of respondents
specified a score of a 4-5 with “5” being “highly agree” to the influence. Additionally, 45% of
participants reported a “5” of “highly agree” that it is their goal to learn from their mistakes. 37.5%
stated they “moderately agree” that it is their goal to learn from their mistakes. 82.5% of
respondents indicated either a “4” or “5” of “highly agree” regarding it is their goal to learn from
setbacks as shown in Table 27.

Table 26
Survey Results for Motivation (Goal Orientation) of Midway High School

Goal Orientation Motivation Item
Using the scale below, rate the extent to which you agree or disagree with the following
statements: "Even with setbacks, it is my goal to engage in my classes."

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Count %
1 Strongly disagree 1 2.6
2 Moderately disagree 0 0
3 Neither agree or disagree 4 10.5
4 Moderately agree 21 55.3
5 Strongly agree 12 31.6
Total: 38 100%

Table 27
Survey Results for Motivation (Goal Orientation) of Midway High School

Goal Orientation Motivation Item
Using the scale below, rate the extent to which you agree or disagree with the following
statements: "Even with setbacks, it is my goal to learn from my mistakes."

Count %
1 Strongly disagree 1 2.6
2 Moderately disagree 0 0
3 Neither agree or disagree 6 15
4 Moderately agree 15 37.5
5 Strongly agree 18 45
Total: 40 100%

Interview findings. No interview data was collected for this influence.

Observation. Student engagement was observed in all eight classroom settings, however to
varying degrees. For example, students were observed in a science course looking in the direction
of board and teacher as well as, asking questions related to the content. All students except for one

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who was observed putting their head down in a home economics class were actively engaged on a
sewing project. A high level of engagement was observed in a visual arts course. All students were
listening to the teacher giving feedback on various student projects, asking questions, engaging in a
dialogue as a class with the instructor. However, there were limited examples of students
disengaging from the task after a period of time. For example, putting their head down, talking
and/or laughing while not working, discussing topics not related to the content and taking out
phones when they believed the teacher was not able to view the behavior.
Document analysis. Evidence of student engagement are via in progress and final student
work products. For example, a student completed their sewing project, a pouch. Also, students flip
book created in a Visual Arts class with depictions of a variety of places around the world. In math,
students turned in their poster of math problems solved using a variety of steps.

Summary. For Goal Orientation, students need to pass all six classes with a C or better is
more specifically, students engage in courses and learn from their mistakes. 86.9% of respondents
specified a score of a 4-5 with “5” being “highly agree” that even with setbacks, it is students’ goal
to engage in their courses. 82.5% of respondents indicated either a “4” or “5” of “highly agree”
regarding it is their goal to learn from setbacks. Student engagement was observed in all eight
classroom settings, however to varying degrees. Evidence of student engagement are via in
progress and final student work products. This influence can be validated by multiple pieces of
data gathered as a potential promising practice.

Influence 2. Students will have a weekly 90% or better attendance rate. Students
attend courses and understand that it will get them closer towards graduation.
Survey results . No survey data was collected for this influence.

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Interview findings. No interview data was collected for this influence.

Observation. In seven of the eight classroom observations that were conducted, the start of
the instructional time allotted was observed in seven. 71.4% of the seven observation settings had
students arrive on time to their class or with an appropriate tardy pass if late. This may show that
students are aware that they need to be on time to their scheduled class. However, no indication of
understanding that their attendance on the particular day will assist with graduation was noted.
Document analysis. No documents were collected for this influence.

Summary. Students will have a weekly 90% or better attendance rate was the main
influence. The influence was detailed according to Goal Orientation as, students attend courses and
understand that it will get them closer towards graduation. 71.4% of the seven observation settings
conducted from the start of the instructional period, had students arrive on time to their class or
with an appropriate tardy pass if late. Due to lack of multiple samples of data, full validation of this
influence cannot be determined.

Influence 3. Students use self-regulation strategies to promote mental effort in
alternative based courses. Students use self-regulatory behaviors and learn from their mistakes or
failures.
Survey results . 45% of participants reported a “5” of “highly agree” that it is their goal to
learn from their mistakes (See Table 28). 37.5% stated they “moderately agree” that it is their goal
to learn from their mistakes. 82.5% of respondents indicated either a “4” or “5” of “highly agree”
regarding it is their goal to learn from setbacks. Furthermore, 59% of respondents specified that
they “moderately agree” that it is their goal to utilize self-regulatory tools for their success.

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Table 28
Survey Results for Motivation (Goal Orientation) of Midway High School

Goal Orientation Motivation Item
Using the scale below, rate the extent to which you agree or disagree with the following
statements: "Even with setbacks, it is my goal to use setting goals, planning, problem
solving and reflection for my learning."

Count %
1 Strongly disagree 1 2.6
2 Moderately disagree 1 2.6
3 Neither agree or disagree 6 15.4
4 Moderately agree 23 59
5 Strongly agree 8 20.5
Total: 39 100%

Interview findings. No interview data was collected for this influence.

Observation. In 62.5% of eight classrooms, self-regulation strategies was evident in the
setting. Students were encouraged to use self-regulation strategies for their mental effort and goals
towards positive academic achievement. One teacher promoted to their students the skill of
problem solving. They stated, “...That's one of the things that helps me...” Another teacher stated to
a learner to reflect, “Think about it and we will talk about it tomorrow”. A student asked the
instructor “Are we going to have a calendar for all this?” which indicates planning and problem
solving. Lastly, when discussing a school event, a teacher reminded students that when they mess
up counting money to “stop and give the money back and recount it”. Mistakes and alternatives
were addressed with students as well in one setting.
Document analysis. No documents were collected for this influence.

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Summary. The main influence of students use self-regulation strategies to promote mental
effort in alternative based courses was detailed for Goal Orientation as, s tudents use self-regulatory
behaviors and learn from their mistakes or failures. 82.5% of respondents indicated either a “4” or
“5” of “highly agree” regarding it is their goal to learn from setbacks. Due to lack of multiple data
items, full validation of this influence cannot be determined.
Summary of Validated Motivation Influences

Fifteen influences in the five main domains of motivation were analyzed through multiple
pieces of acquired data in an effort to validate each of the influences as a potential promising
practice at Midway. A combination of surveys, interviews, observations and document analysis
were used for validation of a promising practice. Four promising practices of the assumed
motivation influences was determined. Table 29 presents an overview of the results of the
assessment of each assumed motivation influence. Context specific recommendations based on the
validated promising practices will be discussed in Chapter Five. Recommendations to improve
each invalidated influence will be discussed in Chapter Five.
Table 29
Summary of Assumed Motivation Promising Practices V alidation

Value

Assumed Influences Promising
Practice?
Influence 1. Students need to pass all six classes with a C or better.
Students value passing courses in an effort to graduate.

No

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Influence 2. Students will have a weekly 90% or better attendance
rate. Students value regular attendance to graduate.

Promising
Practice
Influence 3. Using self-regulation strategies to promote mental
effort in alternative based courses. Students value using
self-regulatory strategies in an effort to increase achievement towards
graduation.

No

Self-Efficacy

Assumed Influences Promising
Practice?
Influence 1. Students need to pass all six classes with a C or better.
Students are confident they can pass courses.

No
Influence 2. Students will have a weekly 90% or better attendance
rate. Students are confident they can attend school every day.
No
Influence 3. Using self-regulation strategies to promote mental
effort in alternative based courses. Students are confident they can
use self-regulatory skills in their courses.

No

Moo
d

Assumed Influences Promising
Practice?
Influence 1. Students need to pass all six classes with a C or better.
Students feel positive about passing courses.

No

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Influence 2. Students will have a weekly 90% or better attendance
rate. Students feel positive about attending Midway every day.

No
Influence 3. Students use self-regulation strategies to promote
mental effort in alternative based courses. Students feel positive
about employing self-regulatory strategies.
Promising
Practice

Attribution

Assumed Influence Promising
Practice?
Influence 1. Students need to pass all six classes with a C or better.
Students attribute their success or failure in passing courses to their own
efforts.

Promising
Practice
Influence 2. Students will have a weekly 90% or better attendance
rate. Students attribute their attendance to their own efforts.

No
Influence 3. Students use self-regulation strategies to promote
mental effort in alternative based courses . Students attribute their
success or failure in courses to their own effort.

No

Goal Orientation

Assumed Influences Promising
Practice?
Influence 1. Students need to pass all six classes with a C or better.
Students engage in courses and learn from their mistakes.

Promising
Practice

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Influence 2. Students will have a weekly 90% or better attendance
rate. Students attend courses and understand that it will get them closer
towards graduation.
No
Influence 3. Students use self-regulation strategies to promote
mental effort in alternative based courses. Students use
self-regulatory behaviors and learn from their mistakes or failures.

No

Results and Findings for Organization Causes

Cultural Models

Influence 1. Stakeholder (Students) need to pass all six classes with a C or better. a)
The school has a shared campus wide mission for students to pass courses. b) Teachers believe and
articulate that students can pass courses to graduate. c) Teachers advocate student centered campus
practices. d) Counselors (Department wide) believe and articulate that students can pass their
courses for graduation.
Survey results . A reported 43.6% of participants indicated that they moderately agree that
their school, as an organization supports them in passing their courses with a C or better. 33.3% of
students felt they “strongly agree” with the statement (see Table 30). Additionally, 46.2% of
participants “strongly agreed” that their teachers more specifically show they believe in their
academic achievement. 35.9% of students “moderately agreed” with the statement as well. The
staff on campus puts the needs of students at the center of what they do was “moderately agreed”
with by 32.5% of participants. 30% indicated they neither agree nor disagree with the statement
(see Table 31).

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Table 30
Survey Results for Organization (Cultural Models) of Midway High School

Cultural Model Organization Item
Using the scale below, rate the extent to which you agree or disagree with the following
statement regarding your school: "My school supports us to pass our courses with a C or
better ."

Count %
1 Strongly disagree 1 2.6
2 Moderately disagree 2 5.1
3 Neither agree or disagree 6 15.4
4 Moderately agree 17 43.6
5 Strongly agree 13 33.3
Total: 39 100%

Table 31
Survey Results for Organization (Cultural Models) of Midway High School

Cultural Model Organization Item
Using the scale below, rate the extent to which you agree or disagree with the following
statement regarding your school: "My teachers show that they believe we can pass our
courses to graduate."

Count %
1 Strongly disagree 1 2.6
2 Moderately disagree 0 0
3 Neither agree or disagree 6 15.4
4 Moderately agree 14 35.9

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5 Strongly agree 18 46.2
Total: 39 100%

Table 32
Survey Results for Organization (Cultural Models) of Midway High School

Cultural Model Organization Item
Using the scale below, rate the extent to which you agree or disagree with the following
statement regarding your school: "The staff on campus puts students needs at the center
of everything they do."

Count %
1 Strongly disagree 3 7.5
2 Moderately disagree 4 10
3 Neither agree or disagree 12 30
4 Moderately agree 13 32.5
5 Strongly agree 8 20
Total: 40 100%

Interview findings. Interview participants were probed regarding to what extent does
Midway’s school culture support students earning a C or better in their courses. Four of the five
interviewees stated that the school culture established by teachers, administration and staff assist
them in earning a C or better in their classes. For example, Interviewee 1 stated, “ Well, they always
encourage that to at least get a C. Just to pass your class. Most other environments just tell you at
least get a D, but here they're like, get a C. Teachers help you to obtain that.” Interviewee 2 shared,
“They push for us to for sure get C or higher.” Interviewee 3 explained that teachers are available
for tutoring to ensure that students earn a C or better. For example, “The timeframes, the way they

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manage the work they give you, and they're always ready to help. They have before school
tutoring and an hour after school tutoring if you need it...Every teacher in the morning, as soon as
they get to their class, they offer tutoring between 7:00 and 8:00 on regular days and 8:00 and 9:00
on Wednesdays.”
A follow up question asked interview participants how teachers, in particular demonstrate
that students can pass their courses and graduate. Similarly to the responses of the primary
question, teachers encourage, articulate and demonstrate to students they believe they can achieve
their academic goals. Interviewee 1 explained, “Well, they ... Even if it's not their subject they try
to help you with whatever class you're struggling with. I saw that this morning. My teacher was
helping a student in math when she teaches English. So that proved that she wants him to at least
pass the class.” Interviewee 2 stated, “Just like they always telling us and they always helping us
and just anything to help or whatever.” “They encourage you to do all your work. They believe in
you. They're very enthusiastic.” Interviewee 3 said. Interviewee 4 also added, “By actually telling
us, "You can pass. You can do this. It may be hard, but if you push yourself hard enough and have
the motivation to, then you can accomplish quite a lot of things in life." And they always give us
options to write down notes and just tell us advice on the assignment or the following week or so.
Yeah.” Lastly, Interview 5 discussed the encouragement provided by teachers. He stated,
“Encourage. As all teachers do...”
Observation. All eight classrooms observed were arranged to accommodate students. A
student centered technique includes the deliberate attempt to accommodate all students in the
academic setting by educators. For example, a class was arranged in the direction of the projector
and whiteboard. Also, class discussions were observed and students sitting in small groups

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throughout the room to facilitate the task. In another classroom, every student had a place to work
and were arranged on small groups for peer collaboration.
One method that educators may employ to promote student centeredness and articulate the
belief that students can graduate is through verbal praise. In the eight classroom observations
conducted, all educators engaged in positive reinforcement of their students. For example, in a
Visual Arts course the instructor says to a student “ This is good. I need to you to work harder (on
it)”. In an English course, students were asked to analyze and interpret visual pieces of their choice.
The instructor stated “gloomy is good!” to a student and for the student to “keep going” on the
assignment. In a Sewing class, the teacher was observed getting on the eye level of the student and
stated “if that’s what you want to do then that’s fine!” when collaborating ideas.
Secondly, another student centered practice involves educators employing a variety of
activities in class to ensure that all students are engaged. All eight settings observed demonstrated
the use of different activities to encourage student engagement. For example, students worked in a
workbook, then used their Chromebooks to analyze images and discussed their analysis in an
English course. In a science course, students used Quizlet, worked in groups to compete in a
mini-competition, accessed Google Drawings and then were given a choice on work to accomplish
prior to the end of the class time. Lastly, in a sewing class, students were working on creating a
pouch and were observed, cutting, measuring, ironing and sewing their products throughout the
allotted class time.
Document analysis. In Midway’s Self Study report, it states that the mission and vision are
that “students are placed at the core of the educational process. The alternative program helps all
students develop academic competence and skills necessary to become contributing members of

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our democratic society.” Additionally, the school community incorporates “high expectations using
research based methodologies and instructional practices to provide students with a high quality
curriculum” and thus, achievement. It is reported that multiple instructional strategies are employed
in an effort to support student achievement as indicated by an accreditation committee as
referenced in their Self Study report.
Additionally, in Midway’s Student and Parent Handbook, a School Pledge is made on
behalf of the administration, teachers and staff that “we will communicate with you regarding your
child’s progress, homework and classroom expectations through parent-teacher conferences and
frequent reports. We will introduce grade level skills and concepts while striving to address the
individual needs of your student. We will provide high quality curriculum and instruction in a safe
and supportive learning environment.” In an English syllabus, student centered practices that are
stated to be employed are communication, collaboration, creativity and critical thinking.

Summary. The main influence was specified according to cultural models as, the school
has a shared campus wide mission for students to pass courses, teachers believe and articulate that
students can pass courses to graduate and teachers advocate student centered campus practices.
Lastly, counselors (Department wide) believe and articulate that students can pass their courses for
graduation. 76.9% of survey respondents indicated that they moderately to strongly agree that
Midway supports students in passing courses with a C or better. This meets the survey data
validation criteria. 82.1% of survey participants indicated that they moderately to strongly agree
that teachers show they believe students can pass their courses to graduate. This also meets the
survey data validation criteria. Additionally, survey respondents were asked to what extent do they
agree or disagree that the staff on campus put students’ needs at the center of everything they do.

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52.5% of survey participants indicated that they moderately to strongly agree with the statement but
it does not meet the validation criteria of 60%.
All eight classrooms observed were arranged to accommodate students. In the eight
classroom observations conducted, all educators engaged in positive reinforcement of their students
which is a student centered approach. All eight settings observed demonstrated the use of different
activities to encourage student engagement. In Midway’s Self Study report, it states that the mission
and vision are that “students are placed at the core of the educational process...” Lastly,
additionally, in Midway’s Student and Parent Handbook, a School Pledge is made on behalf of
administration, teachers and staff states their student-centered approach. It states that “we will
communicate with you regarding your child’s progress, homework and classroom expectations
through parent-teacher conferences and frequent reports. We will introduce grade level skills and
concepts while striving to address the individual needs of your student. We will provide high
quality curriculum and instruction in a safe and supportive learning environment.” Based on
multiple pieces of data gathered for this influence and the validation of a variety of data sets, this
influence meets the criteria for a promising practice.

Influence 2. Students will have a weekly 90% or better attendance rate. Students have
a shared belief that regular attendance is expected. Teachers have a shared belief that regular
attendance is expected at school. Counselors have a shared belief that regular attendance is
expected by students.
Survey results . No survey results were collected for this influence.

Interview findings. To what extent do teachers and counselors expect students at Midway
to have regular attendance was inquired among interview participants. Interviewees predominately

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stated that their teachers and staff overall do have the expectation that students must regularly
attend school to meet their academic goals. Interviewee 1 explained, “ Well, the teachers expect you
to have it (regular attendance). Yeah.” “Well like they obviously know if you sick you gonna miss
a couple days but other than that they want you here.” stated Interviewee 2. Specifically,
Interviewee 3 stated regarding counselors “'I’d say they'd expect you to go to school every day
depending on what you want to do. If you want to go back to Sultana they expect you to ... If you
want to be back at Sultana, you have to be on it at school every day, making sure you don't miss
anything. So when you go back to Sultana, you're just ready.” Furthermore, Interviewee 4 added,
“I feel like the full extent because my counselors told me I should be here every day so I could
catch up on all my credits and stuff.”
Observation. No observation data was collected for this influence.

Document analysis. Midway employs a variety of methods to advocate a shared belief by
staff, teachers and administration that daily attendance is expected. In Midway’s Self Study report,
it states that the school community takes a Foundation, Academics, Character, Transition, and
Skills (“FACTS”) approach is adopted on campus to teach needed skills such as regular
attendance, for students to be prepared for college and careers. Also, an RTI (student tutoring) class
is utilized for students who are not attending school. A meeting with a counselor and teachers is
conducted which demonstrates a collective expectation on campus that students attend regularly. A
Student Attendance Review Board (SARB) monitors students’ absences and tardies to ensure
accountability. SARB sends frequent abusers to the court system. Lastly, a local business has
implemented an incentive program for learners to have perfect attendance known as, “It’s a Gas to

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Go to Class”. Students at Midway who have perfect year round attendance are entered into a
drawing to win prizes and possibly a car.
Furthermore, in the Student and Parent Midway Handbook provided during enrollment and
accessible on the school website, the attendance policy, its rationale and guidelines are provided. It
states that “Regular attendance and punctuality are essential if a student is to receive maximum
benefit from an instructional program. Absence and tardiness are counterproductive to educational
success...A student will be marked absent by each teacher at any time he or she is not present in a
scheduled class” The bell schedule and school in-session schedule is also provided to all students
and parents and always accessible via the school website, if needed.
In a syllabi provided in English levels I and IV, students’ grades include daily participation
and course credits earned is based on attendance as well. It states, “You may earn up to 5 credits
per quarter. Credits will be based on grade and time spent in the class. Example: If you receive a B
in the class but were only enrolled for half the quarter you will receive 2.5 credits. If you receive a
B in the class and were enrolled since the first day of the quarter you will receive 5 credits.” Lastly,
student’s sign a pledge that “I will get to class on time every day.” upon enrollment as specified in
the Student and Parent Handbook.

Summary. The main influence of students will have a weekly 90% or better attendance rate
was further detailed according to cultural model, students have a shared belief that regular
attendance is expected. Secondly, teachers have a shared belief that regular attendance is expected
at school. Counselors have a shared belief that regular attendance is expected by students.
Interviewees predominantly stated that their teachers and staff overall do have the expectation that
students must regularly attend school to meet their academic goals. Midway employs a variety of

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methods such as, the Parent-Student handbook, Self-Study report and syllabi examples to advocate
a shared belief by staff, teachers and administration that daily attendance is expected. Based on
multiple pieces of data gathered and validated criteria, this influence can be considered a promising
practice.

Influence 3. Using self-regulation strategies to promote mental effort in alternative
based courses. Students have a shared belief that self-regulatory strategies will help them graduate.
Teachers have a shared belief that self-regulatory strategies will help students graduate. Counselors
(Department wide) believe that students can employ self-regulatory skills for increasing
achievement.
Survey results . 40% of participants stated they “moderately agree” that at their school, they
are encouraged to apply self-regulatory strategies such as planning, problem solving, setting goals
and reflecting on their behavior. 30% “neither agree nor disagree” with the statement and 27.5% of
participants stated they “strongly agree”. Therefore, 67.5% of survey respondents indicated
moderately to highly agree (see Table 33).
Table 33
Survey Results for Organization (Cultural Models) of Midway High School

Cultural Model Organization Item
Using the scale below, rate the extent to which you agree or disagree with the following
statement regarding your school: "At Mojave, we are encouraged to plan, problem solve,
set goals, and reflect on our behavior by teachers and counselors."

Count %
1 Strongly disagree 1 2.5
2 Moderately disagree 0 0

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3 Neither agree or disagree 12 30
4 Moderately agree 16 40
5 Strongly agree 11 27.5
Total: 40 100%

Interview findings. Interview participants were asked how are self-regulatory strategies
such as planning, problem solving, goal setting and reflection encouraged throughout their school
day. Interviewee 2 stated, “ It's not really. It's not really.” Interviewee 3 shared, “By some teachers,
they do try to help you out in regulating your work. Do this amount and then this amount the next
day or you can complete it all if you're not doing anything. But mainly they say as soon as you get
home, start doing some work. When you start getting burned out you can relax and then so on…”
Interviewees’ responses varied.

Observation. No observation data was collected for this influence.

Document analysis. No document data was collected for this influence.

Summary. Using self-regulation strategies to promote mental effort in alternative based
courses was detailed based on cultural model such as students have a shared belief that
self-regulatory strategies will help them graduate. Secondly, teachers have a shared belief that
self-regulatory strategies will help students graduate. Counselors (Department wide) believe that
students can employ self-regulatory skills for increasing achievement. 67.5% of survey respondents
indicated moderately to highly agree with the statement that “ students are encouraged to plan,
problem solve, set goals, and reflect on our behavior by teachers and counselors.” Interview
participants were asked how are self-regulatory strategies such as planning, problem solving, goal

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setting and reflection encouraged throughout their school day. However, responses varied. Overall,
due to a lack of multiple data sets unvalidated, it does not meet the criteria of a validated promising
practice.
Cultural Settings

Influence 1. Stakeholder (Students) need to pass all six classes with a C or better.
Students can complete activities/work in their courses that will assist them pass the course.
Teachers provide students with activities/work in their courses that will assist them to pass the
course. Teachers appropriately scaffold activities for students. Teachers embed social emotional
regulation skills within their classroom space. Students can complete Choice Sheets, Counselor
Requests forms and Referrals to discuss their graduation status/passing status.
Survey results . 56.4% of participants specified that they “moderately agree” with the
statement that they can independently complete forms provided to them by their counselor as well
as make an appointment and/or select courses. A noteworthy amount, 20.5% of participants
reported that they “neither agree nor disagree” with the statement. Overall, 74.3% of respondents
moderately to strongly agreed with the statement as shown in Table 34.

Table 34
Survey Results for Organization (Cultural Settings) of Midway High School

Cultural Settings Organization Item
Using the scale below, rate the extent to which you agree or disagree with the following
statement regarding your school: "I can complete the forms given to me by my counselor
to make an appointment and/or select courses. "

Count %

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1 Strongly disagree 0 0
2 Moderately disagree 2 5.1
3 Neither agree or disagree 8 20.5
4 Moderately agree 22 56.4
5 Strongly agree 7 17.9
Total: 39 100%

Interview findings. No interview data was collected for this influence.

Observation. As part of the cultural setting, students completed work is also reflected in the
classroom environment. In observing eight classrooms, 50% of the settings had evidence of
students completed work on display. In a Visual Arts class, students’ art was displayed all over the
setting as well as drawings of a variety of students’ faces as characters on the whiteboard. In
another class, a bulletin board with the title “Why Are You at Midway?” was displayed. Students
responses included, “My favorite thing about Mojave is the free Wifi and the teachers”, “You can
graduate early” and “Here at Mojave, people are very friendly”.
Additionally, in promoting student centeredness and the ability for teachers to appropriately
scaffold student learning, a student to instructor ratio must be no higher than 36:1. In all eight
classrooms observed, the student count was well under 36. For example, in an Associated Student
Body course there were 11 students. In a Visual Arts class, there were 16 students and 14 in an
elective Life Skills Sewing class. The highest amount of students observed and recorded in an
academic setting at Midway was 21. The least amount was ten students.
The instructor clearly communicating (verbally and/or written) the purpose of the class
session and instructional activities for the time period will assist students in passing the course. It is

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also a scaffolding teaching technique. All eight educators observed provided students with the
purpose of the class time. In an Art class the teacher stated, “You are going to get a sticker and get
up and vote for the best art piece...” In an elective leadership class, the teacher told students “We
need to get jobs delegated before we leave (Friday is spirit day)”. In a History class, the assignment
directions were posted on the screen for students and they were verbally told “Today is the last day
for this project. It is due at the end of the period.”
Instructor supporting information with visuals (graphic organizers, charts, maps) is
imperative in assisting students to master the content and thus, the course. All eight settings
observed demonstrated the use of a variety of visuals to guide and strengthen students’
comprehension of the content. For example, graphics, charts and slides were employed with the
breakdown of steps of how to do assigned math problems. Additionally, visual examples of work
that needs to be accomplished was in a Visual Arts and Sewing class. In a History class, the
instructional steps of a book project was in a graphic organizer format.
Document analysis. In Midway’s Self Study report, it states that evidence was found by an
independent committee that Midway’s educators focused on providing students with a rigorous
curriculum to help students achieve their credit and academic needs. Also, “teachers create lessons
that include real world information” so that content is relevant to students personally. In the Self
Study report, educators provide instruction that is standards based with a wide variety of
instructional tools for students to increase their engagement. For example, class discussions,
original source documents, textbooks, and technology. An English syllabus for levels I and IV
described developing students problem solving skills within the course curriculum and instructional
methodology.

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In the Student and Parent School Handbook, a School Pledge is made on behalf of the
administration, teachers and staff that “We will introduce grade level skills and concepts while
striving to address the individual needs of your student. We will provide high quality curriculum
and instruction in a safe and supportive learning environment.” This indicates a shared approach in
providing appropriate scaffolding to students. Also, in an effort to assist students in completing
their assigned tasks and activities, they sign a school pledge that states they will “seek help when I
do not understand. I will return completed homework on time and ask for help when needed.”
Students have access to a counselor request form. In reviewing a filled out request form,
students put their name, grade and indicate which reason they feel best represents why they need to
meet with a counselor. A section for a brief description is also provided to students. An anonymous
student indicated, “Grade check” on their counselor request form.
Summary. 74.3% of respondents moderately to strongly agreed with the survey statement
that they can complete the forms given to them by their counselor to make an appointment and/or
select courses. In observing eight classrooms, 50% of the settings had evidence of students
completed work on display. In Midway’s Self Study report, it states that evidence was found by an
independent committee that Midway’s educators focused on providing students with a rigorous
curriculum to help students achieve their credit and academic needs. Also, “teachers create lessons
that include real world information” so that content is relevant to students personally. In the Student
and Parent School Handbook, a School Pledge is made on behalf of the administration, teachers
and staff that “We will introduce grade level skills and concepts while striving to address the
individual needs of your student. We will provide high quality curriculum and instruction in a safe
and supportive learning environment.” Also, in an effort to assist students in completing their

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assigned tasks and activities, they sign a school pledge that states they will “seek help when I do
not understand. I will return completed homework on time and ask for help when needed.” Lastly,
students have access to a counselor request form. Overall, based on multiple pieces of data meeting
validation criteria, this influence can be considered a promising practice.

Influence 2. Students will have a weekly 90% or better attendance rate. Students can
attend classes by transportation offered by school.
Survey results . 55.3% of student participants specified that they “strongly agree” that they
are provided with school transportation in an effort to assist them in attending Midway everyday as
shown in Table 35. Secondly, 23.7% of participants stated that they “neither agree nor disagree”
and 13.2% “moderately agree” with the survey statement.

Table 35

Survey Results for Organization (Cultural Settings) of Midway High School

Cultural Settings Organization Item
Using the scale below, rate the extent to which you agree or disagree with the following
statement regarding your school: "We are provided with school transportation to help us
get to school every day.”

Count %
1 Strongly disagree 1 2.6
2 Moderately disagree 2 5.3
3 Neither agree or disagree 9 23.7
4 Moderately agree 5 13.2
5 Strongly agree 21 55.3

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Total: 38 100%

Interview findings. No interview data was collected for this influence.

Observation. No observation data was collected for this influence.

Document analysis. In the Student and Parent Handbook, it states “Transportation is a
privilege and may be revoked at any time for failure to comply with all laws, rules, policies and
procedures. Bus passes are issued at the school site by determining bus eligibility. Proof of
residence will be required for every student. If the student lives within the determined walking
boundary (3.5 mi) or lives outside the school boundary a bus pass will not be issued…”

Summary. The main influence of students will have a weekly 90% or better attendance rate
is described in terms of cultural settings as, students can attend classes by transportation offered by
school. Overall, 68.5% of survey participants moderately to strongly agreed that they are provided
with school transportation to assist them with getting to school each day. This meets survey data
validation criteria of 60%. In the Student and Parent Handbook, it states the protocol on accessing
transportation through Midway and the school district. Based on multiple validated data pieces, this
influence meets the criteria of a promising practice.

Influence 3. Using self-regulation strategies to promote mental effort in alternative
based courses. Students are verbally encouraged to use self-regulatory skills as needed at Midway.
Teachers provide opportunities for building self-regulatory skills among students. Teachers embed
self-regulatory skills into their lessons and settings. Counselors have realistic goals for students to
use self-regulatory skills to pass courses to gain entry into CSU/UC.
Survey results . No survey results were collected for this influence.

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Interview findings. Interview participants were asked how they feel regarding the goals
that their counselor has outlined for them. Two of the five interviewees explained that they felt
positive regarding the academic goals their counselor has discussed with them. For example,
Interviewee 3 shared, “ I feel like they're very good. I like what she has planned for me. I feel
comfortable with it and it doesn't seem all that hard.” Interview 4 added, “I feel like they're good
goals that she has set for me and I feel like they're not too hard and I can accomplish them within
this year or most likely next year when I'm a senior.” However, some interviewees expressed
discrepancies from the other interview participants regarding the academic goals their counselor
has discussed with them. Interviewee 5 explained, “I don't know. It's kind of mixed there, because
the counselor, I was like ... She showed me that I have 71 credits left, and I'm just like, "What do
you ..." She said, "When are you planning on graduating?" And I was like, "This year." And she
said, "Oh, is that possible?" I was like, "Yeah, I'm pretty sure." And then she said, "Well, I'm
gonna let you talk to your teacher about that." And I was like, "Okay."” Lastly, Interviewee 1
simply stated, “Kind of irrelevant.” and discussed how his teachers predominately assist him with
moving into his next level of coursework. For example, “So I get answers from the teachers. They
tell me, "Okay, if you're passing my class, then you obtain this credit. And then you need (these)
credits. “And whenever she calls me up I ask her on the spot, "Okay, I was told this and this. Is it
gotta help me?" And most of the time she says yes. So that's how I get on track with my credits.”
Observation. One method in building self-regulatory skills among students is for instructors
to encourage or initiate opportunities for positive teacher-student interactions with problem solving,
planning, goal setting and reflection. In all eight classroom settings observed, there were positive
examples of interactions between students and teachers especially ones that promoted

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self-regulatory skills. In one classroom, the teacher asked three students “are you fine?” and
interacted with every student verbally. She also stopped and physically assisted her students as
needed with a project. A student walked into the room and he was warmly greeted. In a math
course, the teacher walked over to check a group’s work. She stated to the group “You guys did it
for A but need..”. The teacher then proceeded to demonstrate how to tackle the steps of the math
problem. She sat with two students and helped them work through their confusion. A student was
then heard stating “ooohhh” to represent his comprehension of the task. The teacher verbally
praised the students prior to leaving their table. Lastly, an instructor was observed walking around
and asking students if they are doing ok. He also encouraged students to interact with one another
as well. A student was re-directed appropriately who was observed off task. The teacher stated,
“What are you doing? You said you were doing X and should be watching the video”. Student
began working upon redirection.
Document analysis. In the Student and Parent Handbook, students sign a pledge that
includes a clause that they are “responsible for my own behavior.” This is an effort to promote the
use of self-regulatory strategies. Additionally, in the Self Report Study, it states that “Students are
encouraged to self-evaluate their progress and to take the necessary steps with each teacher to
improve their performance. Teachers will also mandate that students take the additional time to take
corrective steps to improve performance during Response To Intervention class (RTI).”
In the Student and Parent Handbook, concurrent enrollment in the local community college
is offered both for remedial and enrichment purposes. It states that if students are interested, to
please contact the counseling department. This opportunity is offered by counseling in an effort to
assist UC/CSU bound students. Counselors at Midway “prepare all students for postsecondary

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education. Students are apprised to many post-secondary educational and vocational offerings.”
according to the Self Study Report.
In an English course syllabus, the self-regulatory skill, problem solving is embedded in the
course for students. It states, “We will also be reading novels in class. This curriculum will increase
students’ skills in the following areas: Critical thinking-Finding solutions to problems.”

Summary. Interview participants were asked how they feel regarding the goals that their
counselor has outlined for them. Two of the five interviewees explained that they felt positive
regarding the academic goals their counselor has discussed with them. This does not strongly meet
the interview data validation criteria. In all eight classroom settings observed, there were positive
examples of interactions between students and teachers especially ones that promoted
self-regulatory skills which meets the observational data validation criteria for this influence.
Multiple pieces of documents were provided that supports the validation of this influence. In the
Student and Parent Handbook, students sign a pledge that includes a clause that they are
“responsible for my own behavior.” This is an effort to promote the use of self-regulatory
strategies. Additionally, in the Self Report Study, it states that “Students are encouraged to
self-evaluate their progress and to take the necessary steps with each teacher to improve their
performance. Teachers will also mandate that students take the additional time to take corrective
steps to improve performance. In the Student and Parent Handbook, concurrent enrollment in the
local community college is offered both for remedial and enrichment purposes. In an English
course syllabus, the self-regulatory skill, problem solving is embedded in the course for students.
Overall, there are multiple pieces of data sets that meet validation criteria to support the influence
being a promising practice.

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Resources

Influence 1. Stakeholder (Students) need to pass all six classes with a C or better.
Students have access to resources (tutoring, counseling) to help them pass a course . Teachers
provide access to resources (tutoring, counseling) to help students pass a course. Counselors assist
students with gaining access to resources (tutoring, counseling) to help them pass a course.
Survey results . Nearly half, 47.4% of participants surveyed indicated that they “moderately
agreed” that they have access to any resources that could potentially be needed to assist them in
passing their courses successfully as shown in Table 36. Furthermore, 31.6% of students surveyed
specified that they “strongly agree” with having access to any needed resources that may lead to
their academic achievement.
Table 36

Survey Results for Organization (Resources) of Midway High School

Resources Organization Item
Using the scale below, rate the extent to which you agree or disagree with the following
statement regarding your school: "I have access to any resources that I may need to help
me pass my classes.”

Count %
1 Strongly disagree 1 2.6
2 Moderately disagree 1 2.6
3 Neither agree or disagree 6 15.8
4 Moderately agree 18 47.4
5 Strongly agree 12 31.6
Total: 38 100%

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Interview findings. Interview participants were asked what resources they tend to need to
assist them in passing their courses successfully. Interviewee 1 stated, “ Teacher one-on-one type of
help.” The internet was the main resource Interviewee 3 stated he needed. Interviewee 4 said,
“Well, my first is always the teacher being there or a substitute. Websites on Chromebooks that can
help me. Using the Google Docs because I don't have any internet at home so that's another good
resource. Yeah.” Lastly, Interviewee 5 explained, “Just helping. Consistency with that whole thing.
Yeah, pretty much. I don't care if they have a bad attitude or not. It's their job. I need help…” Four
interviewees mentioned that the predominant resource they need are their teachers and their
assistance. A follow up question was if students felt that the resources they need are provided to
them. All interviewees replied “yes”.
Observation. Based on observations conducted in eight different classrooms, all provided
students access to resources that were needed to work in the setting. For example, tables, chairs,
and Chromebooks were provided to each student. Also, for a sewing task, all students had bins
with all needed materials to use. In one classroom, extra Chromebooks were available to students.
Document analysis. In Midway’s Self Study report, it states that students notably have
access to resources that increase career awareness and preparation as advocated in the campus
wide mission statement. For example, job shadowing, internships, apprenticeship programs,
regional occupational programs, on the job training programs and community projects. Student
access to real-world career resources allow learners to engage in relevant job experiences outside
the classroom.
In terms of tutoring based services suggested by teachers and counselors, in the Self Report
study it outlines, “Students are encouraged to self-evaluate their progress and to take the necessary

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steps with each teacher to improve their performance. Teachers will also mandate that students take
the additional time to take corrective steps to improve performance during Response to Intervention
(RTI).” All students are enrolled in RTI at Midway which provides individual support, including
tutoring.
Students have access to a counselor request form where they can indicate if tutoring or
assistance may be needed in a class. In reviewing a filled out request form, students put their name,
grade and indicate which reason they feel best represents why they need to meet with a counselor.
A section for a brief description is also provided to students. An anonymous student indicated,
“Grade check” on their counselor request form but can choose from course question, class change,
personal and transcript request.

Summary. The main influence of students need to pass all six classes with a C or better was
further detailed based on resources as, students have access to resources (tutoring, counseling) to
help them pass a course. Secondly, teachers provide access to resources (tutoring, counseling) to
help students pass a course. Counselors assist students with gaining access to resources (tutoring,
counseling) to help them pass a course. 79% of survey respondents indicated that they moderately
to strongly agree that they have access to any resources that they may need to assist them in
passing classes. Based on observations conducted in eight different classrooms, all provided
students access to resources that were needed to work in the setting. In Midway’s Self Study
report, it states that students notably have access to resources that increase career awareness and
preparation as advocated in the campus wide mission statement. All students are enrolled in RTI at
Midway which provides individual support, including tutoring as stated in Midway’s Self Study
report. Students have access to a counselor request form where they can indicate if tutoring or

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assistance may be needed in a class. Overall, this influence can be considered a promising practice
due to multiple data sets meeting validation criteria.

Influence 2. Students will have a weekly 90% or better attendance rate. Students have
access to transportation via district. Teachers refer students to the proper channels to gain access to
transportation via district, if need be. Students have access to transportation via district help
(counseling). Counselors refer students to the proper channels to arrange transportation, if need be .
Survey results . No survey results were collected for this influence.

Interview findings. Interviewees were asked how they get to school. Three of the five
interviewed stated that a bus picks them up or they take a public bus to be picked up by a school
bus provided by the district. For example, “ I either take the shuttle bus to Sultana and then to
Mojave, or in the mornings my dad takes us to school. It's basically I go into the Sultana AM bus
to Sultana and there's a bus from Mojave that's waiting for us there.”
Observation. No observation data was collected for this influence.

Document analysis. In the Student and Parent Handbook, it states “Transportation is a
privilege and may be revoked at any time for failure to comply with all laws, rules, policies and
procedures. Bus passes are issued at the school site by determining bus eligibility. Proof of
residence will be required for every student. If the student lives within the determined walking
boundary (3.5 mi) or lives outside the school boundary a bus pass will not be issued…”
Students have access to a counselor request form where they can indicate if attendance
and/or transportation assistance may be needed. In reviewing a filled out request form, students put
their name, grade and indicate which reason they feel best represents why they need to meet with a

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counselor. A section for a brief description is also provided to students. An anonymous student
indicated, “Grade check” on their counselor request form but can choose from course question,
class change, personal and transcript request.

Summary. The main influence of students will have a weekly 90% or better attendance rate
was detailed for resources as students have access to transportation via district. Secondly, teachers
refer students to the proper channels to gain access to transportation via district, if need be.
Students have access to transportation via district help (counseling), if need be. Three of the five
interviewed stated that a bus picks them up or they take a public bus to be picked up by a school
bus provided by the district which meets the criteria for interview data validation. In the Student
and Parent Handbook, it states the transportation rules and how to acquire district transportation.
Students have access to a counselor request form where they can indicate if attendance and/or
transportation assistance may be needed. Overall, this influence can be considered a promising
practice based on validation of multiple pieces of data evidence.

Influence 3. Using self-regulation strategies to promote mental effort in alternative
based courses. Students have access to the development of self-regulatory skills at Midway.
Teachers provide resources for students to develop and practice self-regulation. Students have
access to develop self-regulatory strategies via their counselor referral.
Survey results . No survey results were collected for this influence.

Interview findings. A question posed to interview participants was to what extent are
students able to develop their self-regulatory skills at Midway. Two interviewees suggested that
teachers more specifically, encourage the development of self-regulatory skills among students. For

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example, Interviewee 1 stated, “ Well, whenever a big assignment is put up. Because many times
you fall behind (on) little things, and at the end you have to catch up with even the bigger problem.
So they try to divide things and make sure that you do one by one, but you still on track of the
thing they assigned.” Interviewee 3 responded, “Uh, quite a lot of extent. Yeah quite a bit.
Because, just today, my math teacher was telling us that we should take down notes and there's a
web site that he let us on that was a presentation so we could understand it more
thoroughly...That's, I would say, planning.” However, Interviewee 2 shared, “They don't really use
it a lot honestly. They do sometimes but not a lot.”
Observation. No observation data was collected for this influence.

Document analysis. In the Self Study report, it states that students in the 2016-2017 school
year were asked to complete an online Resiliency Survey. Furthermore, it explained “This survey
assesses the capability of students to cope successfully in the face of stress-related, at-risk or
adversarial situations. Mojave High School recognizes areas for improvement in creating a caring
school climate, community cohesiveness and cultural sensitivity.” Also, “Students are encouraged
to self-evaluate their progress and to take the necessary steps with each teacher to improve their
performance (during RTI).” which may promote student planning, goal setting and reflection, key
self-regulatory skills. An English syllabus for levels I and IV advocated developing problem
solving skills for students through the course curriculum and instructional methodology.
Self-regulatory strategies that are developed with students utilizing a counselor request form
are planning, problem solving and/or reflection. Students have access to a counselor request form
where they can indicate if assistance may be needed in a class, planning their progress towards
graduation or needing to discuss a personal matter that may be hindering their success. In

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reviewing a filled out request form, students put their name, grade and indicate which reason they
feel best represents why they need to meet with a counselor. A section for a brief description is also
provided to students. An anonymous student indicated, “Grade check” on their counselor request
form but can choose from course question, class change, personal and transcript request.
Summary. Using self-regulation strategies to promote mental effort in alternative based
courses was further detailed for resources as students have access to the development of
self-regulatory skills at Midway. Secondly, teachers provide resources for students to develop and
practice self-regulation. Students have access to develop self-regulatory strategies via their
counselor referral. Two interviewees suggested that teachers more specifically, encourage the
development of self-regulatory skills among students, but it is not a majority. In the Self Study
report, it states that students in the 2016-2017 school year were asked to complete an online
Resiliency Survey. Also, “Students are encouraged to self-evaluate their progress and to take the
necessary steps with each teacher to improve their performance (during RTI).” as stated in the Self
Study report which may promote student planning, goal setting and reflection, key self-regulatory
skills. An English syllabus for levels I and IV advocated developing problem solving skills for
students through the course curriculum and instructional methodology. Students have access to a
counselor request form where they can indicate if assistance may be needed in a class, planning
their progress towards graduation or needing to discuss a personal matter that may be hindering
their success. Based on a lack of multiple pieces of data being validated other than document
analysis, this influence cannot be fully validated and thus, considered a promising practice.
Policies, Processes and Procedures

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Influence 1. Stakeholder (Students) need to pass all six classes with a C or better.
Policies and procedures are outlined in the course syllabus for students to pass their courses.
Policies are placed in the mission statement for all students and staff to adhere to and strive for.
Syllabus for students to pass their courses is provided by teachers. Teachers provide a midterm
warning if grade is below a C in the course. Policies and procedures regarding how to meet with a
counselor are outlined in Midway’s handbook for students to discuss passing their courses/status.
Policies are placed within the Counseling Dept. for counselors to meet with all students to update
them on their passing progress.
Survey results . A majority, 52.5% of surveyed participants indicated that they “moderately
agree” that the policies and procedures are outlined in course syllabi. 35% of Midway’s participants
“neither agreed nor disagreed” with the survey statement. Additionally, students were surveyed
regarding if teachers provide them with an academic warning if they are in danger of failing a
course. 32.5% of participants stated that they “moderately agree”, 30% specified that they “strongly
agreed” and 30% indicated they “neither agree or disagree” (see Table 37 and Table 38).
Table 37

Survey Results for Organization (Policies, Processes and Procedures) of Midway High School

Policies, Processes and Procedures Organization Item
Using the scale below, rate the extent to which you agree or disagree with the following
statement regarding your school: "Policies and procedures are outlined in course syllabi
for you."

Count %
1 Strongly disagree 3 7.5
2 Moderately disagree 0 0

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3 Neither agree or disagree 14 35
4 Moderately agree 21 52.5
5 Strongly agree 2 5
Total: 40 100%

Table 38

Survey Results for Organization (Policies, Processes and Procedures) of Midway High School

Policies, Processes and Procedures Organization Item
Using the scale below, rate the extent to which you agree or disagree with the following
statement regarding your school: "My teachers provide me with an academic warning if
I am in danger of failing."

Count %
1 Strongly disagree 3 7.5
2 Moderately disagree 0 0
3 Neither agree or disagree 12 30
4 Moderately agree 13 32.5
5 Strongly agree 12 30
Total: 40 100%

Interview findings. Interview participants were asked to what extent do their teachers
provide a midterm warning if a grade falls below a C in a course. All Interviewees expressed that
many teachers frequently communicate their grade progress to them and for some, it is weekly. For
example, Interviewee 1 said “ Well, they start telling you before then even the period of time comes
around. They just start warning you like, "You have this missing assignment." Or they'll print out

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the grades and check whatever you're missing and make sure everything's in. So they warn you
from ahead of time...Yeah. That's the good thing about here is that you might have a missing
assignment, you can turn it in. And depending on the teacher some take off 5 points off, and
mostly they give you full credit so ... Which is even better for us that might be behind on one
assignment or two.” Interviewee 2 also added, “Oh yeah they always do that. They'll pull you off
to the side or they'll write a note for you so you can see it. Then they'll tell you what you have to
do in order to get it back up.” Lastly, Interviewee 3 stated, “They usually remind us weekly. Each
teacher has a different ... They will verbally tell you, "Hey, this is the work that was due last week.
You have until this week's Friday and if you don't do it, you can't get it graded. Get it in before
your grade start's falling."” Interviewees also similarly stated that not only is a warning provided
either formally or informally, students also have the opportunity to submit missing assignments to
raise their grade.
Observation. In observing eight classrooms at Midway, all displayed district level policies
for students. Seven settings had classroom and/or school policies and expectations displayed as
well. For example, “Use professional language, no profanity”, “I am a valued part of this learning
community”, “Treat others how you want to be treated” and “Always do your personal best” were
all exhibited in a variety of classroom settings around campus. Additionally, course objectives were
displayed in five of the eight classroom settings observed. For example, state standards for Career
Readiness practice was listed on the class wall. In an English course the California Common Core
State Standards are found on students work or in their workbooks. The daily objective course was
displayed in four classrooms.

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Additionally, observations were conducted regarding if students are in a safe/secure
classroom setting as outlined in the student handbook and mission statement. In all eight classroom
settings, it was evident that students were safe. For example, all doors were locked. It was
observed that anyone entering the classroom would need to knock and be allowed inside once
class began. Teachers in all settings were observed walking around, scanning the classroom and
observing their students behavior. Also, if students were needing to exit the academic setting, the
teacher would notify campus security to have the student escorted to the designated destination.
One of the foundational pillars of Midway’s mission statement and vision statement is that
students become “contributors to our democratic society”, students are “able to be global conscious
in an evolving 21st century” and develop life and academic skills. In observing eight classroom
settings on campus, links content to student’s life and/or real world application were limitedly
demonstrated. In three class settings, there were observable examples of the vision and mission
statement’s foundational approach. In a sewing class, a student shared that the product, a
bag/pouch he was making would be useful for his mother. A “clock” metaphor was used to assist
students in drawing a face and strengthen their drawing skills. Lastly, students in an Associate
Student Body class were discussing selling sweatshirts. They stated the positives and negatives in
selling the product on campus. Also, the teacher reminded students that they will be meeting with
school administrators soon. She stated, “It’s like an interview” and explained ways for students to
be prepared.
Document analysis. In Midway’s Self Study report, it states that students receive formal
feedback via a grade report and graduation status conferences every four weeks. Also, all
stakeholders including parents have access to the Infinite Campus database program to monitor

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students’ academic progress, attendance and individual graduation progression. In particular,
counselors create an individualized education plan for each student. Teachers and counselors
monitor the learners’ progress towards their academic achievement goals, credit requirements
towards graduation and log any pertinent notes as the student progresses at Midway, according to
the Self Study report. It is also a counseling department policy and goal that at the end of grading
periods, “D/F” reports are conducted to identify struggling students. An intervention meeting is
quickly conducted as specified in the Self Study report by the accreditation committee.
In Midway’s Student and Parent Handbook, a school pledge states that “We will
communicate with you regarding your student’s progress, homework and classroom expectations
through Parent-Teacher conferences and frequent reports.” Also, in the handbook and online
website it addresses that if access to a counselor is needed, to call the school phone number which
is provided and the name of the school counselor is also provided. The breakdown of graduation
credits required is provided to parents and students by the counseling department in the handbook.
Syllabi are provided on campus by teachers in the English, History and Visual Arts
departments. A section is devoted to “Policies and Procedures” in the English I and IV syllabi. In
the section, grades, classwork, credits, classroom expectations and electronics are outlined.
Summary. A majority, 57.5% of surveyed participants indicated that they “moderately
agree” to “strongly agree” that the policies and procedures are outlined in course syllabi yet, it does
not meet the survey data validation criteria. 62.5% of survey respondents indicated that they
“moderately to strongly” agree that their teachers provide them with an academic warning if they
are in danger of failing which meets the survey data validation criteria. All Interviewees expressed
that many teachers frequently communicate their grade progress to them and for some, it is weekly.

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This meets the interview data validation criteria. In Midway’s Self Study report, it states that
students receive formal feedback via a grade report and graduation status conferences every four
weeks. Also, all stakeholders including parents have access to the Infinite Campus database
program to monitor students’ academic progress, attendance and individual graduation progression.
In particular, counselors create an individualized education plan for each student. In Midway’s
Student and Parent Handbook, a school pledge states that “We will communicate with you
regarding your student’s progress, homework and classroom expectations through Parent-Teacher
conferences and frequent reports.” Based on multiple data sets meeting validation criteria, this
influence can be considered a promising practice.

Influence 2. Students will have a weekly 90% or better attendance rate. Students are
aware of and have an attendance policy. Teachers uphold the attendance policy. Counselors are
aware of and implement the attendance policy.
Survey results . No survey results were collected for this influence.

Interview findings. Interview participants were asked to what extent do teachers and
counselors expect students at Midway to have regular attendance was inquired among.
Interviewees predominately stated that their teachers and staff overall do have the expectation that
students must regularly attend school to meet their academic goals. Interviewee 1 explained, “ Well,
the teachers expect you to have it (regular attendance). Yeah.” “Well like they obviously know if
you sick you gonna miss a couple days but other than that they want you here.” stated Interviewee
2. Specifically, Interviewee 3 stated regarding counselors “'I’d say they'd expect you to go to
school every day depending on what you want to do. If you want to go back to Sultana they
expect you to ... If you want to be back at Sultana, you have to be on it at school every day,

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making sure you don't miss anything. So when you go back to Sultana, you're just ready.”
Furthermore, Interviewee 4 added, “I feel like the full extent because my counselors told me I
should be here every day so I could catch up on all my credits and stuff.”
Observation. No observation data was collected for this influence.

Document analysis. As stated in Midway’s Student and Parent Handbook, the attendance
policy philosophy is provided, including rationale for the attendance guidelines. It states that “A
student will be marked absent by each teacher at any time he/she is not present in a scheduled
class.” Therefore, students and parents are made aware of the attendance policy via handbook and
through the student portal. Counselors are notified of chronic student absenteeism and tardiness
according to the Self Report Study in an effort to intervene, if needed. During Response to
Intervention (RTI) class, indicators of why a student is not attending school are discussed and a
meeting with the counselor is arranged to further assist the learner and in an effort to continue to
implement the attendance policy consistently.
In an English course, student’s credits include their daily attendance which is an attempt to
uphold the policy as well. For example, it states “Quarterly. You may earn up to 5 credits per
quarter. Credits will be based on grade and time spent in the class. Example: If you receive a B in
the class but were only enrolled for half the quarter you will receive 2.5 credits. If you receive a B
in the class and were enrolled since the first day of the quarter you will receive 5 credits.”
Summary. The main influence of students will have a weekly 90% or better attendance rate
is specified further for policies, processes and procedures as students are aware of and have an
attendance policy. Secondly, teachers and counselors uphold the attendance policy. Interviewees
predominantly stated that their teachers and staff overall do have the expectation that students must

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regularly attend school to meet their academic goals which meets the interview data validation
criteria. As stated in Midway’s Student and Parent Handbook, the attendance policy philosophy is
provided, including rationale for the attendance guidelines. In an English course, student’s credits
include their daily attendance which is an attempt to uphold the policy as well. Based on data
acquired and thus, validated based on designated criteria, this influence can be considered a
promising practice.

Influence 3. Using self-regulation strategies to promote mental effort in alternative
based courses. Students have policies that suggest self-regulatory behaviors are to be employed to
increase achievement towards graduation. Teachers provide policies to students that self-regulatory
behaviors are highly suggested in the classroom. Counselors inform students regarding the benefits
of using self-regulatory strategies for achievement.
Survey results . No survey results were collected for this influence.

Interview findings. Interview participants were asked to what extent do teachers, in
particular suggest to students to employ self-regulatory behaviors. Interviewee 1 explained, “ Well,
they are (encouraging self-regulation skills) because many times you have to plan out what the
assignments are to finish them on time and not fall behind. So (they) help you a lot to make sure
that you stay in the path that you wanna obtain in that class. If you want a A then you have to
make sure you have to plan ahead of any assignment that you might have.” Interviewee 3 also
added, “I'd say better than I can at home because at home I don't have anything to work on those
goals, but at school it's just I know what importance everything holds and I try to maintain my
ability to focus on all those things at once.” Interviewee 4 agreed that teachers highly suggest
students employ self-regulatory skills. He stated, “Uh, quite a lot of extent. Yeah quite a bit.” Four

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of the five interviewees explained that teachers at Midway encourage the use of self-regulation
tools for their learning.
Observation. No observation data was collected for this influence.

Document analysis. In course syllabi provided to students, the English department highly
suggests and helps students develop problem solving skills through interaction with the curriculum.
For example, it states “This curriculum will increase students’ skills in the following areas: Critical
thinking-Finding solutions to problems.”
Summary. Interview participants were asked to what extent do teachers, in particular
suggest to students to employ self-regulatory behaviors. Three interviewees were able to provide
support that teachers suggest to students to use self-regulation strategies. In course syllabi provided
to students, the English department highly suggests and helps students develop problem solving
skills through interaction with the curriculum. This influence was validated when centered on
teachers, but evidence was limited in terms of counselors. Therefore, this influence in its entirety,
does not meet the criteria of being a promising practice.
Summary of Validated Organizational Influences

Twelve influences in the five main domains of organization were analyzed through multiple
pieces of acquired data in an effort to validate each of the influences as a potential promising
practice at Midway. A combination of surveys, interviews, observations and document analysis
were used for validation of a promising practice. Nine promising practices of the assumed
organization influences was determined. Table 39 presents an overview of the results of the
assessment of each assumed motivation influence. Context specific recommendations based on the

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validated promising practices will be discussed in Chapter Five. Recommendations to improve
each unvalidated influence will be discussed in Chapter Five.
Table 39
Summary of Assumed Organizational Promising Practices V alidation

Cultural Models

Assumed Influences Promising
Practice?
Influence 1. Stakeholder (Students) need to pass all six classes with a
C or better. a) The school has a shared campus wide mission for
students to pass courses. b) Teachers believe and articulate that students
can pass courses to graduate. c) Teachers advocate student centered
campus practices. d) Counselors (Department wide) believe and articulate
that students can pass their courses for graduation.

Promising
Practice
Influence 2. Students will have a weekly 90% or better attendance
rate. Students have a shared belief that regular attendance is expected.
Teachers have a shared belief that regular attendance is expected at
school. Counselors have a shared belief that regular attendance is
expected by students.

Promising
Practice
Influence 3. Using self-regulation strategies to promote mental effort
in alternative based courses. Students have a shared belief that
self-regulatory strategies will help them graduate. Teachers have a shared
belief that self-regulatory strategies will help students graduate.
Counselors (Department wide) believe that students can employ
self-regulatory skills for increasing achievement.
No

Cultural Settings

Assumed Influences Promising
Practice?

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Influence 1. Stakeholder (Students) need to pass all six classes with
a C or better. Students can complete activities/work in their courses
that will assist them pass the course. Teachers provide students with
activities/work in their courses that will assist them to pass the course.
Teachers appropriately scaffold activities for students. Teachers embed
social emotional regulation skills within their classroom space. Students
can complete Choice Sheets, Counselor Requests forms and Referrals
to discuss their graduation status/passing status.

Promising
Practice
Influence 2. Students will have a weekly 90% or better attendance
rate. Students can attend classes by transportation offered by school.

Promising
Practice
Influence 3. Using self-regulation strategies to promote mental
effort in alternative based courses. Students are verbally encouraged
to use self-regulatory skills as needed at Midway. Teachers provide
opportunities for building self-regulatory skills among students.
Teachers embed self-regulatory skills into their lessons and settings.
Counselors have realistic goals for students to use self-regulatory skills
to pass courses to gain entry into CSU/UC.
Promising
Practice

Resources

Assumed Influences Promising
Practice?
Influence 1. Stakeholder (Students) need to pass all six classes with
a C or better. Students have access to resources (tutoring, counseling)
to help them pass a course . Teachers provide access to resources
(tutoring, counseling) to help students pass a course. Counselors assist
students with gaining access to resources (tutoring, counseling) to help
them pass a course.
Promising
Practice
Influence 2. Students will have a weekly 90% or better attendance
rate. Students have access to transportation via district. Teachers refer
students to proper channels to gain access to transportation via district,
if need be. Students have access to transportation via district help
(counseling). Counselors refer students to the proper channels to
arrange transportation, if need be .
Promising
Practice

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Influence 3. Using self-regulation strategies to promote mental
effort in alternative based courses. Students have access to the
development of self-regulatory skills at Midway. Teachers provide
resources for students to develop and practice self-regulation. Students
have access to develop self-regulatory strategies via their counselor
referral.
No

Policies, Processes and Procedures

Assumed Influences Promising
Practice?
Influence 1. Stakeholder (Students) need to pass all six classes with
a C or better. Policies and procedures are outlined in course syllabus
for students to pass their courses. Policies are placed in the mission
statement for all students and staff to adhere and strive for. Syllabus for
students to pass their courses is provided by teachers. Teachers provide
a midterm warning if grade is below a C in the course. Policies and
procedures regarding how to meet with a counselor are outlined in
Midway’s handbook for students to discuss passing their courses/status.
Policies are placed within the Counseling Dept. for counselors to meet
with all students to update them on their passing progress.

Promising
Practice
Influence 2. Students will have a weekly 90% or better attendance
rate. Students are aware of and have an attendance policy. Teachers
uphold the attendance policy. Counselors are aware of and implement
the attendance policy.
Promising
Practice
Influence 3. Using self-regulation strategies to promote mental
effort in alternative based courses. Students have policies that
suggest self-regulatory behaviors are to be employed to increase
achievement towards graduation. Teachers provide policies to students
that self-regulatory behaviors are highly suggested in the classroom.
Counselors inform students regarding the benefits of using
self-regulatory strategies for achievement.
No

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Applicable recommendations based on empirical based evidence will be suggested in the
following chapter. The designated recommendations further expand on the outlined knowledge,
motivation and organizational influences of the promising practices and needs at Midway.

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CHAPTER FIVE: RECOMMENDATIONS AND EVALUATION
Solutions and recommendations to address the distinct knowledge, motivational, and
organizational influences before presenting the implementation and evaluation plan will be
provided in the chapter.
Knowledge Recommendations
Introduction . In the following knowledge domain, there are four subdomains a) factual b)
procedural c) conceptual and d) metacognitive. A total of seven validated knowledge influences
was determined through data collection and analysis for this study. One validated influence of high
priority was selected per subdomain. Each validated influence was determined based on data
acquired from survey responses, interviews, observations and document analysis. The selected
high priority validated influence can be used to effectively aide in the re-identification process
among Latino and African American male learners in an alternative setting.
According to the conceptual framework utilized for this study by Clark and Estes (2008),
suggested researched context specific recommendations for each of the knowledge influences is
imperative. Therefore, Table 40 lists the validated knowledge influence, priority, principle and
recommendations. Following the table, a detailed discussion for each high priority influence and
recommendation and the literature supporting the recommendation is provided.
Table 40
Summary of Knowledge Influences and Recommendations
Assumed Knowledge
Influence
Validated
Influence
Y/N
Priority
High
Low
Principle and
Citation
Context-S
pecific
Recomme
ndation

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Factual

Influence 2. Students will
have a weekly 90% or
better attendance rate.

- Students know the
attendance policy.
Y H ● Changes in the
environment
can affect
behavior (Daly,
2009;
Tuckman,
2009).

● Behavior that is
reinforced is
strengthened
(Daly, 2009).
● Create a
campus
environ
ment
that
fosters
desirabl
e
behavio
rs. .

● Identi
fy
speci
fic
beha
vioral
objec
tives
for
stude
nt
learni
ng
Procedural Validated
Influence
Y/N
Priority
High
Low
Principle and
Citation
Context-S
pecific
Recomme
ndation
Influence 2. Students will
have a weekly 90% or
better attendance rate.

- Students know how to get
to their classes. -Students
know how to access
transportation.

Y H ● How
individuals
organize
knowledge
influences how
they learn and
apply what they
know (Schraw
& McCrudden,
2006).

● To develop
mastery,
● Help
learner
s
identif
y and
underst
and
import
ant
points.

● Break
down

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individuals
must acquire
component
skills, practice
integrating
them, and know
when to apply
what they have
learned
(Schraw &
McCrudden,
2006).

comple
x tasks
for
student
s and
encour
age
them to
think
about
content
in
strategi
c
ways.
● Provid
e
opport
unities
for
student
s to
practic
e skills
and for
transfer
.
Conceptual Validated
Influence
Y/N
Priority
High
Low
Principle and
Citation
Context-S
pecific
Recomme
ndation
Influence 2. Students will
have a weekly 90% or
better attendance rate.

- Students know how regular
attendance enables them to
be college and career ready.

-Students know the
consequences of not
attending classes regularly.

Y H ● Provide
experiences that
help people
make sense of
the material
rather than just
focus on
memorization
(Schraw &
McCrudden,
2006).

● Create
a
campu
s
enviro
nment
that
fosters
desirab
le
behavi
ors

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-Students know the
relationship between
attending their courses
regularly and graduation.
● Help
individuals
connect new
knowledge to
prior
knowledge and
to construct
meaning
(Schraw &
McCrudden,
2006).

● Connect
learning to
individual
interests to
encourage
meaningfulness
(Schraw &
McCrudden,
2006).

● Changes in the
environment
can affect
behavior (Daly,
2009;
Tuckman,
2009).
such
as,
college
and
career
readine
ss

● Conne
ct
learnin
g to
student
s
interest
s to
encour
age
meanin
gfulnes
s with
the
inform
ation

● Provid
e
guidan
ce,
modeli
ng,
coachi
ng, and
other
scaffol
ding
during
perfor
mance
to
learner
s.

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Metacognitive Validated
Influence
Y/N
Priority
High
Low
Principle and
Citation
Context-S
pecific
Recomme
ndation
Influence 1. Students need
to pass all six classes with a
C or better.

-Students reflect on the
process, their goal, status
and planning.
Y H ● The use of
metacognitive
strategies
facilitates
learning
(Baker, 2006).

● Provide
opportuni
ties for
learners
to engage
in guided
self-moni
toring
and
self-asses
sment.

● Provide
opportuni
ties for
learners
to debrief
the
thinking
process
upon
completio
n of
learning
task.

Declarative knowledge solutions. Influence 2. Students will have a weekly 90% or
better attendance rate. Students know the attendance policy. According Daly (2009) and
Tuckman (2009), changes in the environment can affect behavior. Behavior that is reinforced is
also strengthened (Daly, 2009). Through survey, interviews, document analysis and observations at
Midway, the stakeholder validated that they know the attendance policy set forth by the site. There
are two primary recommendations applicable to similar alternative sites in an effort to positively

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facilitate re-identification among male minority students. First, create a campus environment that
fosters desirable behaviors such as, regular attendance (Tuckman, 2009). Lastly, identify specific
behavioral objectives for student learning (Daly, 2009). For example, a specific behavioral
objective is that students must attend school on a daily basis.
Regular school attendance is reportedly a key factor in positive school achievement among
students (Beecher & Sweeny, 20018). The campus environment and positive interactions which
serve as opportunities to reinforce desirable behavior between staff and students, will help increase
students’ academic re-engagement (Maillet, 2017). Use task, reward, and evaluation structures that
promote mastery, learning, effort, progress, and self-improvement standards and less reliance on
social comparison or norm-referenced standards (Pintrich, 2003). Research indicated that different
schedules of reinforcement control the strength and rate of responses (Batsell & Grossman, 2009).
Procedural knowledge solutions. Influence 2. Students will have a weekly 90% or
better attendance rate. Students know how to get to their classes. Students know how to
access transportation. According to Schraw and McCrudden (2006), how individuals organize
knowledge influences how they learn and apply what they know). In order to develop mastery,
individuals must acquire component skills, practice integrating them, and know when to apply
what they have learned (Schraw & McCrudden, 2006). There are three recommendations
applicable to similar alternative sites in an effort to positively facilitate re-identification among male
minority students. First, aide learners identify and understand important points (Schraw &
McCrudden, 2006). Break down complex tasks for students and encourage them to think about
content in strategic ways (Schraw & McCrudden, 2006). Lastly, provide opportunities for students
to practice skills and for transfer of knowledge (APA, 2015).

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Research indicates that learning and motivation are enhanced when learners have positive
expectancies for success (Pajares, 2006). It must be made clear to individuals that they are capable
of learning what is being taught or are capable of performing a task (Pajares, 2006). . Educators
must provide active and creative instruction within alternative education (Maillet, 2007). Continued
practice promotes automaticity and takes less capacity in working memory (Schraw & McCrudden,
2006).
Conceptual knowledge solutions. Influence 2. Students will have a weekly 90% or
better attendance rate. Students know how regular attendance enables them to be college
and career ready. Students know the consequences of not attending classes regularly.
Students know the relationship between attending their courses regularly and graduation.
Schraw and McCrudden (2006) explained that providing experiences that help people make sense
of the material rather than just focus on memorization is critical. Also, assist individuals in
connecting new knowledge to prior knowledge and to construct meaning (Schraw & McCrudden,
2006). Connect learning to individual interests to encourage meaningfulness (Schraw &
McCrudden, 2006). Environmental changes can also affect behavior (Daly, 2009; Tuckman,
2009). There are three primary recommendations applicable to similar alternative sites in an effort
to positively facilitate re-identification among male minority students. Create a campus
environment that fosters desirable behaviors such as, college and career readiness (Tuckman,
2009). Secondly, connect learning to students interests to encourage meaningfulness with the
information (Schraw & McCrudden, 2006). Lastly, provide guidance, modeling, coaching, and
other scaffolding during performance to learners (Mayer, 2011).

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Research indicates that creating a community of learners where everyone supports
everyone else’s attempts to learn is critical for student achievement (Yough & Anderman, 2006).
Providing students with meaningful learning opportunities, building on their interest and skills and
having positive interactions with students also supports their achievement (Hanover 2014).
Effective instructional strategies are key to close the achievement gap. One particular high quality
strategy is teachers utilizing a variety of instructional methods when instructing diverse learners
(Hanover 2014). According to Beecher and Sweeny (2008), key factors that impact student
achievement includes the learning environment and regular school attendance.
Metacognitive knowledge solutions. Influence 1. Students need to pass all six classes
with a C or better. Students reflect on the process, their goal, status and planning.
According to Baker (2006), the use of metacognitive strategies facilitates learning. Therefore, two
primary recommendations applicable to similar alternative sites in an effort to positively facilitate
re-identification among male minority students are suggested. First, provide opportunities for
learners to engage in guided self-monitoring and self-assessment (Baker, 2006). Also, provide
opportunities for learners to debrief the thinking process upon completion of learning task (Baker,
2006).
According to Veenman (2017), explicit and deliberate attempts for practice of
metacognitive strategies are critical in developing self-regulation among learners. Metacognitive
instruction that promotes self-regulation among students can be effectively embedded by educators
within their instruction and classroom settings (Bonney & Sternberg, 2017; Veenman, 2017).
Research indicated that providing opportunities for self-regulation on site were highly effective
helping students regroup (Maillet, 2017). Teach evidence-based study skills and strategies to

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enable learner success and alleviate anxiety (Lord & Kanfer, 2002). Provide feedback that stresses
the process of learning, including the importance of effort, strategies, and potential self-control of
learning (Anderman & Anderman, 2009).
Motivation Recommendations
Introduction . In the following motivation domain, there are five subdomains a) value b)
self-efficacy c) mood and d) attribution e) goal orientation. A total of four validated motivation
influences was determined through data collection and analysis for this study. One validated
influence of high priority was selected for four of the five subdomains. Each validated influence
was determined based on data acquired from survey responses, interviews, observations and
document analysis. However, self-efficacy did not have any validated influences. The selected high
priority validated influence can be used to effectively aide in the re-identification process among
Latino and African American male learners in an alternative setting.
According to the conceptual framework utilized for this study by Clark and Estes (2008),
suggested researched context specific recommendations for each of the motivation influences is
imperative. Therefore, Table 41 lists the validated motivation influence, priority, principle and
recommendations. Following the table, a detailed discussion for each high priority influence and
recommendation and the literature supporting the recommendation is provided.
Table 41
Summary of Motivation Influences and Recommendations
Assumed Motivation
Influence
Validated
Influence
Y/N
Priority
High
Low
Principle and
Citation
Context-S
pecific
Recomme
ndation

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Value

Influence 2. Students will
have a weekly 90% or
better attendance rate.
-Students value regular
attendance to graduate.
Y H ● Rationales that
include a
discussion of the
importance and
utility value of
the work or
learning can help
learners develop
positive values
(Eccles, 2006;
Pintrich, 2003).

● Higher
expectations for
success and
perceptions of
confidence can
positively
influence
learning and
motivation
(Eccles, 2006)

● Include
rationale
s about
the
importan
ce and
utility
value of
attending
class
every
day.
● Model
values,
enthusias
m and
interest
in daily
attendan
ce.
Self-Efficacy Priority
High
Low
Principle and
Citation
Context-S
pecific
Recomme
ndation
(none)

Mood Validated
Influence
Y/N
Priority
High
Low
Principle and
Citation
Context-S
pecific
Recomme
ndation
Influence 3. Students use
self-regulation strategies
to promote mental effort
in alternative based
courses.

Y H ●Activating and
building upon
personal interest
can increase
learning and
motivation
● Activate
personal
interest
by
providin
g choices

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-Students feel positive about
employing self-regulatory
strategies.
(Schraw &
Lehman, 2009).

●Learning and
motivation are
enhanced when
learners have
positive
expectancies for
success
(Pajares, 2006).

and
control,
subseque
ntly
building
upon
personal
interests
and prior
knowled
ge of
students
● Be
explicit
about
value
and
relevance
of the
learning
task for
the
learner
● Point out
how
learning
and
training
will be
useful in
students’
lives.
● Provide
opportun
ities for
learners
to check
their
progress
and
adjust
their

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learning
strategies
as
needed
Attribution Validated
Influence
Y/N
Priority
High
Low
Principle and
Citation
Context-Sp
ecific
Recomm
endation
Influence 1. Students need
to pass all six classes with
a C or better.
-Students attribute their
success or failure in passing
courses to their own efforts.
Y H ● Learning and
motivation are
enhanced when
individuals
attribute success
or failures to
effort rather
than ability.
(Anderman &
Anderman,
2009)

● Provide
feedback that
stresses the
process of
learning,
including the
important of
effort,
strategies, and
potential
self-control of
learning.
(Anderman &
Anderman,
2009)

● Attribu
te
succes
s or
failures
to
student
s’
effort.

● Buildi
ng
suppor
tive
and
caring
person
al
relatio
nship
in the
comm
unity
of
learner
s.
Goal Orientation Validated
Influence
Y/N
Priority
High
Low
Principle and
Citation
Context-S
pecific
Recomme
ndation

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Influence 1. Students need
to pass all six classes with
a C or better.
-Students engage in courses
and learn from their
mistakes.
Y H ● Focusing on
mastery,
individual
improvement,
learning, and
progress
promotes
positive
motivation
(Yough &
Anderman,
2006).

● Goals motivate
and direct
students
(Pintrich,
2003).

● Designing
learning tasks
that are novel,
varied, diverse,
interesting, and
reasonably
challenging
promotes
mastery
orientation
(Yough &
Anderman,
2006).
● Use
organiz
ational
and
manage
ment
structur
es that
encoura
ge
persona
l and
social
responsi
bility
and
provide
a safe,
comfort
able,
and
predicta
ble
environ
ment

● Create a
commu
nity of
learners
where
everyon
e
support
s
everyon
e else’s
attempts
to learn

● Model
learning
from
own

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errors
by
acceptin
g
mistake
s as
opportu
nities to
learn
● Make it
safe to
take
risks

Value solutions. Influence 2. Students will have a weekly 90% or better attendance
rate. Students value regular attendance to graduate. Rationales that include a discussion of the
importance and utility value of the work or learning can help learners develop positive values
(Eccles, 2006; Pintrich, 2003). Eccles (2006) states that higher expectations for success and
perceptions of confidence can positively influence learning and motivation. Two primary
recommendations applicable to similar alternative sites in an effort to positively facilitate
re-identification among male minority students are suggested. First, include rationales about the
importance and utility value of the task (Pintrich, 2003). Secondly, model values, enthusiasm and
interest in the task (Eccles, 2006).
One of the most significant predictors of success among individuals is the subjective value
of the task (Linnenbrink-Garcia & Patall, 2015). Competence and types of value beliefs can be
differentiated among learners by fifth grade (Linnenbrink-Garcia & Patall, 2015). One area of
value includes intrinsic motivation. Schunk, Meece and Pintrich (2014) state that when an
individual adopts a mastery goal focus rather than a performance or ego driven stance, success is

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thus positively impacted. Teachers are encouraged to build lessons that encourage the development
of students’ autonomy through being mindful of students’ interests, intrinsic values and
self-endorsed values (Reeve, 2009).
Mood solutions. Influence 3. Students use self-regulation strategies to promote
mental effort in alternative based courses. Students feel positive about employing
self-regulatory strategies. According to Schraw and Lehman (2009), activating and building
upon personal interest can increase learning and motivation. Learning and motivation are enhanced
when learners have positive expectancies for success (Pajares, 2006). Therefore, four primary
recommendations applicable to similar alternative sites in an effort to positively facilitate
re-identification among male minority students are suggested. First, activate personal interest by
providing choices and control, subsequently building upon personal interests and prior knowledge
of students (Schraw & Lehman, 2009). Be explicit about value and relevance of the learning task
for the learner (Schraw & Lehman, 2009). Thirdly, point out how learning and training will be
useful in students’ lives (Pintrich, 2003). Lastly, provide opportunities for learners to check their
progress and adjust their learning strategies as needed (Denler et al., 2009).
Teachers who build lessons and opportunities for students to develop personal autonomy,
increase students engagement by decreasing negative moods and thus, encouraging active
information processing among learners ((Reeve, 2009). Psychological processes such as, affective,
cognitive, motivational and expressive components are related to student’s academic emotions
(Linnenbrink-Garcia & Patall, 2015). Learners’ engagement, persistence and learning are impacted
by motivation and emotion (Linnenbrink-Garcia & Patall, 2015). According to Jang, Reeve and

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Deci (2010), acknowledging students emotions encourages students to be active participants in
their learning process.
Attribution solutions. Influence 1. Students need to pass all six classes with a C or
better. Students attribute their success or failure in passing courses to their own efforts.
Anderman and Anderman (2009) suggest that learning and motivation are enhanced when
individuals attribute success or failures to effort rather than ability. Also, provide feedback that
stresses the process of learning, including the important of effort, strategies, and potential
self-control of learning (Anderman & Anderman, 2009). Two primary recommendations applicable
to similar alternative sites in an effort to positively facilitate re-identification among male minority
students are encouraged. First, attribute success or failures to students’ effort (Anderman &
Anderman, 2009). Lastly, building supportive and caring personal relationship in the community of
learners is critical (Pintrich, 2003).
Although teachers typically do not intentionally tell their students that they are low in
ability, this attributional information may be subtly, indirectly, and even unknowingly conveyed
(Graham & Williams, 2009). The process of finding causes to determine why an outcome occurred
is helpful in imposing order in an unpredictable environment for individuals (Graham & Williams,
2009). Reeve (2009) encourages educators to provide students with explanatory rationales and
nurture their inner motivational resources. Provide opportunities to exercise some choice and
control (Pintrich, 2003).
Goal Orientation solutions . Influence 1. Students need to pass all six classes with a C
or better. Students engage in courses and learn from their mistakes. Focusing on mastery,
individual improvement, learning, and progress promotes positive motivation according to Yough

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and Anderman (2006). Goals motivate and direct students (Pintrich, 2003). Also, designing
learning tasks that are novel, varied, diverse, interesting, and reasonably challenging promotes
mastery orientation (Yough & Anderman, 2006). Four primary recommendations applicable to
similar alternative sites in an effort to positively facilitate re-identification among male minority
students are suggested. First, use organizational and management structures that encourage
personal and social responsibility and provide a safe, comfortable, and predictable environment
(Pintrich, 2003). Create a community of learners where everyone supports everyone else’s attempts
to learn (Yough & Anderman, 2006). Thirdly, model learning from own errors by accepting
mistakes as opportunities to learn (Anderman & Anderman, 2006). Lastly, make it safe for learners
to take risks (Anderman & Anderman, 2006).
According to Pintrich (2003), goals motivate and direct students. It is imperative to focus
discourse on mastery, learning, and understanding (Pintrich, 2003). The underlying goal structure
of the school and classroom shape goal orientation (Linnenbrink-Garcia & Patall, 2015). Two main
achievement goals that provide the purpose of students’ motivation include performance and
mastery. Positive outcomes are attributed to mastery goal orientation in regards to deeper learning
strategies, self-efficacy, coping, self-regulation and achievement (Madjar, Kaplan & Weinstein,
2011).
Organization Recommendations
Introduction . In the following organizational domain, there are four subdomains a) cultural
models b) cultural setting c) resources and d) policies, processes and procedures. A total of nine
validated organizational influences was determined through data collection and analysis for this
study. One validated influence of high priority was selected per subdomain. Each validated

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influence was determined based on data acquired from survey responses, interviews, observations
and document analysis. The selected high priority validated influence can be used to effectively
aide in the re-identification process among Latino and African American male learners in an
alternative setting.
According to the conceptual framework utilized for this study by Clark and Estes (2008),
suggested researched context specific recommendations for each of the organizational influences is
imperative. Therefore, Table 42 lists the validated organizational influence, priority, principle and
recommendations. Following the table, a detailed discussion for each high priority influence and
recommendation and the literature supporting the recommendation is provided.
Table 42
Summary of Organization Influences and Recommendations
Assumed Organization
Influence
Valida
ted
Influe
nce
Y/N
Priorit
y
High
Low
Principle and
Citation
Context-Specif
ic
Recommendat
ion
Cultural Models

Influence 1. Stakeholder
(Students) need to pass all
six classes with a C or
better. a)

(a)The school has a shared
campus wide mission for
students to pass courses.

( b) Teachers believe and
articulate that students can
pass courses to graduate.
Y H ● Effective
organizations
insure that
organizational
messages,
rewards, policies
and procedures
that govern the
work of the
organization are
aligned with or
are supportive of
organizational

● Regularly
meet with
individuals
from all
areas of the
organizatio
n to share
ideas with
and get
feedback
from them.

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(c) Teachers advocate
student centered campus
practices.

(d) Counselors (Department
wide) believe and articulate
that students can pass their
courses for graduation.
goals and values
(Clark and
Estes, 2008).

● Effective change
efforts are
communicated
regularly and
frequently to all
key stakeholders
(Clark & Estes,
2008).

Cultural Settings

Influence 1. Stakeholder
(Students) need to pass all
six classes with a C or
better.

- Students can complete
activities/work in their
courses that will assist them
pass the course.

-Teachers provide students
with activities/work in their
courses that will assist them
to pass the course.

-Teachers appropriately
scaffold activities for
students.

-Teachers embed social
emotional regulation skills
within their classroom
space.

-Students can complete
Choice Sheets, Counselor
Requests forms and
Referrals to discuss their
graduation status/passing
status.
Y H ● Effective change
efforts use
evidence- based
solutions and
adapt them,
where
necessary, to the
organization’s
culture (Clark
and Estes,
2008).

● Effective change
efforts insure
that all key
stakeholders’
perspectives
inform the
design and
decision-making
process leading
to the change.

● Articulate
how any
evidence-b
ased
change
effort is
being
adapted for
your
organizatio
n.

● Create a
monitoring
process,
with
regular
check in
meetings to
review data
and make
course
corrections
if needed.

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Resources

Influence 1. Stakeholder
(Students) need to pass all
six classes with a C or
better.

- Students have access to
resources (tutoring,
counseling) to help them
pass a course .

- Teachers provide access to
resources (tutoring,
counseling) to help students
pass a course.

-Counselors assist students
with gaining access to
resources (tutoring,
counseling) to help them
pass a course.
Y H ● Effective change
efforts ensure
that everyone
has the
resources
(equipment,
personnel, time,
etc) needed to
do their job, and
that if there are
resource
shortages, then
resources are
aligned with
organizational
priorities (Clark
and Estes,
2008).

● If
everything
is a priority,
then
nothing is.
Work with
your team
to establish,
from the
beginning,
what the
priorities
are, so that
when hard
choices
have to be
made, the
guidance is
already in
place.

● Model
“piloting” a
project.

Policies, Processes and
Procedures

Influence 1. Stakeholder
(Students) need to pass all
six classes with a C or
better.

-Policies and procedures are
outlined in course syllabus
for students to pass their
courses.

Y H ● Effective
organizations
insure that
organizational
messages,
rewards, policies
and procedures
that govern the
work of the
organization are
aligned with or
are supportive of
● Conduct an
informal
audit of
your
policies,
procedures
and
messages
to check
for
alignment
or

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-Policies are placed in the
mission statement for all
students and staff to adhere
and strive for.

-Syllabus for students to
pass their courses is
provided by teachers.

-Teachers provide a
midterm warning if grade is
below a C in the course.

-Policies and procedures
regarding how to meet with
a counselor are outlined in
Midway’s handbook for
students to discuss passing
their courses/status.

-Policies are placed within
the Counseling Dept. for
counselors to meet with all
students to update them on
their passing progress.

organizational
goals and values
(Clark and
Estes, 2008).

interference
with your
goals.

Cultural model solutions. Influence 1. Stakeholder (Students) need to pass all six
classes with a C or better. a) The school has a shared campus wide mission for students to
pass courses. b) Teachers believe and articulate that students can pass courses to graduate.
c) Teachers advocate student centered campus practices. d) Counselors (Department wide)
believe and articulate that students can pass their courses for graduation. According to Clark
and Estes (2008), effective organizations insure that organizational messages, rewards, policies and
procedures that govern the work of the organization are aligned with or are supportive of
organizational goals and values. Effective change efforts must be communicated regularly and

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frequently to all key stakeholders (Clark & Estes, 2008). One primary recommendation is
applicable to similar alternative sites in an effort to positively facilitate re-identification among male
minority students are suggested. Regularly meet with individuals from all areas of the organization
to share ideas with and get feedback from them (Clark & Estes, 2008).
According to Sugai and Horner (2002), collective working structures and behaviors that
encourage the adoption of research based practices have become a central focus in impacting
positive student behavioral outcomes. Positive student interactions must occur on an individual as
well as, on a larger group basis (Sugai & Horner, 2002). Students’ academic engagement is
positively impacted when administrators and teachers actively acknowledge learners interests,
values and personalities (Malliet, 2017).
Cultural settings solutions. Influence 1. Stakeholder (Students) need to pass all six
classes with a C or better. Students can complete activities/work in their courses that will
assist them pass the course. Teachers provide students with activities/work in their courses
that will assist them to pass the course. Teachers appropriately scaffold activities for
students. Teachers embed social emotional regulation skills within their classroom space.
Students can complete Choice Sheets, Counselor Requests forms and Referrals to discuss
their graduation status/passing status. Effective change efforts use evidence- based solutions
and adapt them, where necessary, to the organization’s culture according to Clark and Estes (2008).
Additionally, effective change efforts insure that all key stakeholders’ perspectives inform the
design and decision-making process leading to the change (Clark & Estes, 2008). Two primary
recommendations applicable to similar alternative sites in an effort to positively facilitate
re-identification among male minority students are suggested. First, articulate how any

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evidence-based change effort is being adapted for your organization (Clark & Estes, 2008). Create
a monitoring process, with regular check in meetings to review data and make course corrections if
needed (Clark & Estes, 2008).
According to Covarrubias and Stone (2014), teaching students to develop self-regulatory
skills that help them regulate their behavior across a variety of situations will ensure their future
success. Effective evidence based practices must be implemented with both accuracy and fluency
especially prior to an organization implementing interventions for students (Simonsen & Sugai,
2013). Sugai and Horner (2002) state that teachers must directly teach student expectations and
routines to assist the school wide mission.
Resources solutions. Influence 1. Stakeholder (Students) need to pass all six classes
with a C or better. Students have access to resources (tutoring, counseling) to help them pass
a course. Teachers provide access to resources (tutoring, counseling) to help students pass a
course. Counselors assist students with gaining access to resources (tutoring, counseling) to
help them pass a course. Clark and Estes (2008) stated that effective change efforts ensure that
everyone has the resources (equipment, personnel, time, etc) needed to do their job, and that if
there are resource shortages, then resources are aligned with organizational priorities. Two primary
recommendations applicable to similar alternative sites in an effort to positively facilitate
re-identification among male minority students are suggested. If everything is a priority, then
nothing is. Work with your team to establish, from the beginning, what the priorities are, so that
when hard choices have to be made, the guidance is already in place (Clark & Estes, 2008). Also,
model the “piloting” or implementation of a project (Clark & Estes, 2008)

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Resources must be organized efficiently to encourage high quality instruction and positive
student behavioral outcomes (Sugai & Horner, 2002). According to Malliet (2017), student
resources such as access to a re-engagement center increases their academic re-engagement.
Access to adequate resources such as, equitable funding and engagement of community
stakeholders is imperative in closing the achievement gap (Hanover, 2014)
Policies and procedures solutions. Influence 1. Stakeholder (Students) need to pass
all six classes with a C or better. Policies and procedures are outlined in course syllabus for
students to pass their courses. Policies are placed in the mission statement for all students
and staff to adhere and strive for. Syllabus for students to pass their courses is provided by
teachers. Teachers provide a midterm warning if grade is below a C in the course. Policies
and procedures regarding how to meet with a counselor are outlined in Midway’s handbook
for students to discuss passing their courses/status. Policies are placed within the Counseling
Dept. for counselors to meet with all students to update them on their passing progress.
According to Clark and Estes (2008), effective organizations insure that organizational messages,
rewards, policies and procedures that govern the work of the organization are aligned with or are
supportive of organizational goals and values. A primary recommendations applicable to similar
alternative sites in an effort to positively facilitate re-identification among male minority students is
suggested. Conduct an informal audit of your policies, procedures and messages to check for
alignment or interference with your goals.
According to Whitcomb (2016), goal setting among students is improved when teachers
increase behavioral feedback to learners with the support of the organization leadership and
standardized protocols. Data Based Decision Making (DBDM) includes gathering organizational

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data to create goals and determining strategies to achieve the outline mission (Geel, Keuning,
Visscher & Fox, 2016. Thoonen et al. (2012) stated that successful implementation of
transformative practices within an organization is based on strong central leadership, teacher buy
in, resources, time, and district support.

Summary of Knowledge, Motivation and Organization Recommendations

Knowledge Recommendations Summary

Two recommendations are proposed relating to factual knowledge. First, create a campus
environment that fosters desirable behaviors among learners. Also, identify specific behavioral
objectives for student learning. A recommendation for procedural knowledge is to help learners
learn how to identify and understand important points. Secondly, breaking down complex tasks for
students and encourage them to think about content in strategic ways and provide opportunities for
students to practice skills and for transfer. A recommendation for procedural knowledge is to help
learners develop the skill to identify and understand important points. In addition, breaking down
complex tasks for students and encourage them to think about content in strategic ways and
provide opportunities for students to practice skills and for transfer.
The first recommendation for conceptual knowledge is to foster desirable behaviors such as
college and career readiness. Secondly, connect learning to students interests to encourage
meaningfulness with the information. Lastly, provide guidance, modeling, coaching, and other
scaffolding during performance to learners. Furthermore, a recommendation specifically for
metacognitive knowledge is to provide opportunities for learners to engage in guided
self-monitoring and self-assessment. Also, provide opportunities for learners to debrief the thinking
process upon completion of learning task.

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Motivation Recommendations Summary

Include rationales about the importance and utility value of attending class every day is the
first recommendation proposed for value. Also, model values, enthusiasm and interest in daily
attendance. One potential recommendation for mood is to activate personal interest by providing
choices and control, subsequently building upon personal interests and prior knowledge of
students. Secondly, be explicit about value and relevance of the learning task for the learner and
point out how learning and training will be useful in students’ lives. Lastly, provide opportunities
for learners to check their progress and adjust their learning strategies as needed.
One significant recommendation based on attribution is to attribute success or failures to
students’ effort. Secondly, build supportive and caring personal relationship in the community of
learners. Furthermore, a recommendation proposed for goal orientation includes using
organizational and management structures that encourage personal and social responsibility and
provide a safe, comfortable, and predictable environment. A second recommendation is to create a
community of learners where everyone supports everyone else’s attempts to learn and model
learning from own errors by accepting mistakes as opportunities to learn. Lastly, make it safe to
take risks.

Organization Recommendations Summary

One recommendation pertaining to cultural models is to regularly meet with individuals
from all areas of the organization to share ideas with and get feedback from them. A
recommendation proposed for cultural settings is to articulate how any evidence-based change
effort is being adapted for your organization. Also, create a monitoring process, with regular check
in meetings to review data and make course corrections if needed.

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The organizational team must establish the critical priorities of the setting. Once key
priorities are determined, guidance is in place for key decision-making. Secondly, model “piloting”
a project. In addition, a recommendation for policies, processes and procedures includes
conducting an informal audit of organizational policies, procedures and messages to check for
alignment or interference with specified goals.
Integrated Implementation and Evaluation Plan
Organizational Purpose, Need and Expectations
The mission of Midway Alternative High School includes that students and their needs are
placed at the core of the educational process. Their alternative program attempts to assist all
students develop academic competence and the skills necessary to become contributing members
of our democratic society, as stated in their 2016-2017 School Accountability Report Card. The
predominant goal of the organization is to increase overall academic based rigor. Secondly,
improve student attendance and performance through a systematic process of data analysis to drive
instructional classroom pedagogy and curriculum. A third major goal at Midway is to maintain a
safe and healthy learning environment.
Midway High School has an 87% graduation rate. It is important to investigate this
organization because Midway’s positive structural dynamics can be utilized among other
alternative sites with similar demographics to promote higher academic achievement and
engagement. The recommendations focus on how to foster students’ knowledge, motivation and
self-regulatory skills with the support of the greater organization.
Implementation and Evaluation Framework

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According to Kirkpatrick and Kirkpatrick (2016), the success of an organization is directly
related to the implementation of an effective training program. Training is defined as an
intervention that will increase participants’ knowledge and motivation (Kirkpatrick & Kirkpatrick,
2016). An effective training program includes benefits of demonstrating the organizational value
of work being conducted and ensuring the proper allocation of vital resources that will maximize
an impact to the organization and its goals. Three major reasons are proposed by Kirkpatrick and
Kirkpatrick (2016) to evaluate training programs. First, to improve the designated program.
Secondly, to heighten the transfer of learning to behavior among stakeholders. Thirdly, to show the
value of training to the greater organization. Therefore, a New World Kirkpatrick and Kirkpatrick
(2016) model, including four levels is suggested.
Level four is the “results” level. Kirkpatrick and Kirkpatrick (2016) state that in this level,
the degree to which specified outcomes take place as a result of the learning event is measured as
well as reinforcement. Level three is “behavior” and is described as the degree to which application
of learning in the work setting occurs from receiving training (Kirkpatrick & Kirkpatrick, 2016).
Level two is the “learning” level. It measures the degree to which knowledge, skills and attitudes is
acquired from a learning event (Kirkpatrick & Kirkpatrick, 2016). Lastly, Level one is “reaction”
and it is described as the level to which participants react in a favorable manner to a learning event
according to Kirkpatrick and Kirkpatrick (2016). The Kirkpatrick and Kirkpatrick (2016) model is
intended to begin with level four.
Level 4: Results and Leading Indicators
According to Kirkpatrick and Kirkpatrick (2016), Level Four is defined as the extent to
which target outcomes occur as a result of the learning event and reinforcement provided. In this

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organization, the mission statement serves as the goal or results to be accomplished. Outcomes are
designated as internal or external. External outcomes include impacts that are beyond the
organization and are accomplished when internal outcomes are met. Internal outcomes are results
that impact the organization. Job aids, training and organizational support are used to accomplish
internal outcomes. Level Four includes leading indicators. They are short term observations and
measurements. Leading indicators, or individual initiatives signal if the critical behaviors are having
a positive impact on the designated outcome(s). The leading indicators external and internal
outcomes, metrics, and methods are shown in Table 43 that indicates learners are achieving the
desired results.
Schools adopting these promising practices should be able to measure their results and
leading indicators as suggested in Table 43.
Table 43

Outcomes, Metrics, and Methods for External and Internal Outcomes

Outcome Metric(s) Method(s)
External Outcomes
Decrease in negative
perception within the
community of alternative
education.
The number of public complaints
regarding the alternative setting.
The school
administration will
monitor public
complaints reported to
the site and/or district.
Increase in community
publicity regarding the
academic achievement of
students .
The number of publicity articles
that highlight the alternative
school.
The school
administration will
monitor the articles in
local newspapers.
Increase of district
resources allocated.
The number/amount of
resources/funds allocated to the
site.
The school
administration will keep
a log of allocated funds.

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Increase in reported
graduation rates.
The number of yearly graduates. The school
administration will report
the number of yearly
graduates to public
platforms (media,
website).
Internal Outcomes
Increase in attendance rates
among students
The number of reported students
in attendance for each class.
The attendance clerk
compiles the daily
attendance logs of
absences, tardies and
present students.
Increase in self -regulatory
skills applied by students
The number of disciplinary
referrals.
The administration will
log all referrals and
suspensions.
Increase in grades of a “C”
or better in all courses
among students.
The number of C or better grades
reported at the end of each
semester.
The counselor will
monitor all reported
grades submitted by
teachers quarterly and
semesterly.

The counselor will
review semesterly
student transcripts.
Increase of college and/or
career readiness skills
among students..
The number of college
acceptance letters of seniors.

The number of completed A-G
courses with a C or better at the
end of each semester among
students.
The counselor will
monitor all reported
grades for A-G courses
at the end of each
semester.

The counselor will log
acceptance letters
submitted by any
students who are
accepted to
college/certificate
programs.

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Level 3: Behavior
Critical behaviors. Kirkpatrick and Kirkpatrick (2016) define Level Three as the extent to
which participants apply their new found learning when returning to the job. In this research, it is
the level to which learners apply their newly acquired knowledge in the academic setting. As a
result, an organizational expectation that responsibility for good performance is mutual among key
stakeholders is fostered.
According to Kirkpatrick and Kirkpatrick (2016), an organization must discern primary
critical behaviors that will be performed by the designated stakeholder in order to achieve the
organizational performance goal. The stakeholder group, male Latino and African American
learners at Midway Continuation High School must engage in the following three critical behaviors
in an effort to continue to achieve their goal:
a) Pass all six classes with a C or better.
b) Students will attend school 90% of the time.
c) Pass any remedial courses with a C or better.
Any alternative schools who are inclined to adopt the recommendations proposed by this study,
should also consider the adoption of these critical behaviors as well as, their measure to guide
students towards their academic success.
The designated metrics, methods and timing for evaluation of the critical behaviors are reviewed in
Table 44.
Table 44

Critical Behaviors, Metrics, Methods, and Timing for Evaluation

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Critical Behavior Metric(s) Method(s) Timing
a) Pass all six
classes with a
C or better.
The number of classes
passed with a C or
better
The transcripts of
recorded semester grades
provided by teachers will
be reviewed by
counselors.
Per semester,
quarterly “in
danger of
failing”
grades are
submitted
and
reviewed
every two
months by
counselors.
Semester
grades are
reported
every 12
weeks by
teachers to
all
stakeholders.
b) Students will
attend school
90% of the
time.
The number of classes
attended
The daily attendance will
be submitted per class by
teachers and
reviewed/reported by
attendance clerks to
administration and
district.
Students’
attendance is
submitted
daily for
each enrolled
class.
c) Pass any
remedial
courses with a
C or better.
The number of
remedial courses
passed with C or better
The transcripts of
recorded semester grades
provided by teachers will
be reviewed by
counselors.
Per semester,
quarterly “in
danger of
failing”
grades are
submitted
and
reviewed
every two
months by
counselors.
Semester
grades are
reported
every 12

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weeks by
teachers to
all
stakeholders.

Required drivers. Required drivers are also included in level three. The reinforcement,
monitoring, encouragement and reward of desired performance through any process or system is
defined as required drivers by Kirkpatrick and Kirkpatrick (2016). Educators and leadership within
the organization directly impact the success of the stakeholder, male Latino and African American
learners. Therefore, the required drivers will be guided and managed by school administration and
educators. Program success is connected to active execution and monitoring of required drivers.
Table 45 indicates the recommended required drivers for the critical behaviors that support students
with the re-identification process in alternative education settings.
Table 45
Required Drivers to Support Critical Behaviors
Method(s) Timing
Critical Behaviors
Supported
1, 2, 3 Etc.
Reinforcing
Teachers provide students with
a work review checklist with
assigned assignments.
ongoing 1,3
Counselors provide students
with graduation progress
Checklist.
semesterly 1,3
Counselors provide students
with updated transcripts.
semesterly 1,3

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Administration provides
reminders on the attendance
policy.
monthly 2
Encouraging
Teachers mentor students on
completing work for the
course.
ongoing 1,3
Counselors’ mentor and coach
students regarding making
progress towards graduation.
ongoing 1,3
Teachers and administrators
meet together to discuss overall
academic progress of students.
weekly 1,3
Teachers meet to collaborate
on lessons for students.
monthly 1,3
Administration newsletters monthly 2
Rewarding
Administration publicly
recognizes students with all
courses passed with C or
above.
semesterly 1,3
Administration publicly
recognizes perfect attendance.
semesterly 2
Administration publicly
acknowledges students
attendance success towards
90% weekly goal. (Ex. “We
are at 70%. We are at 80%)
weekly 2
Administration publicly
acknowledges students success
towards graduation goal. (Ex.
“Matt is earning an A in
English!”)
weekly 1,3
Monitoring

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The administration will create
a system consisting of
processes for requesting,
processing and monitoring
requests for students’ academic
progress.
ongoing 1,3
The counselor will track any
failing students reported on
quarterly academic warnings
using a checklist.
Every two months (quarterly) 1,3
Teacher will create a system
for monitoring students’
academic progress through an
online platform. (gradebook)
ongoing 1,3
Attendance clerks will create a
system consisting of processes
for requesting, processing and
monitoring requests for
student’s weekly attendance.
(ie. teachers attendance
submission, students tardy
forms)

ongoing 2
The counselor will track any
students dropping below the
70% attendance rate using a
checklist.
weekly 2

Organizational support . Based on the recommendations in the above tables, the
organization will need to support the stakeholders’ critical behaviors in three predominant ways.
First, the organization will need to review their mission statement and/or vision. They will need to
identify the current workload and available resources. Secondly, the organization will need to
provide collaboration times and a location for a team to re-design the work progress to be more
efficient. Weekly staff meetings where key staff and administration have the opportunity to openly

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communicate their plans, progress and offer support is needed. Also, bi-monthly collaboration time
solely for educators to build lesson plans centered on rigorous content with real-world application
learning opportunities and brainstorming on how to create “connection” time with students.
Thirdly, data collection and time for data review is needed by the organization. Academic progress
reports, weekly attendance reports and discipline referrals must be reviewed by appropriate staff.
Reporting of desired outcomes, progress, the tracking as related to the organization’s goals must
occur monthly in staff meetings. Graduation progress and rates must also be reported annually by
the organization to the public and to all key stakeholders.
Level 2: Learning
Level two is defined by Kirkpatrick and Kirkpatrick (2016) as the extent to which
participants acquire relevant knowledge, skills, and attitudes from engagement in the learning
event. The New World Kirkpatrick and Kirkpatrick (2016) Model includes commitment and
confidence. Confidence is the extent to which participants believe they can apply newly acquired
knowledge in their job role (Kirkpatrick & Kirkpatrick, 2016). The degree to which a participant is
willing to apply the new knowledge and skills in their job role is commitment (Kirkpatrick &
Kirkpatrick, 2016). The goal is to diminish the gap between learning and participants’ behavior as
well as, to decrease the waste of resources of multiple trainings for uncommitted participants.
Learning goals. The learner stakeholder group, students, will be able to do the following
items when the proposed recommendations or solutions have been achieved:
Knowledge
1. State their school’s (organization) mission goals and state how their role contributes to
achieving the organization’s vision. (Declarative)

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2. Define their role(s) as a student within the organization. (Declarative)
3. List what they need to do to meet academic performance expectations. (Procedural)
4. Students evaluate their academic needs, career interest, and academic abilities to access
appropriate resources. (Conceptual)
5. Students can describe what their strengths and areas of improvement are. (Metacognitive)
6. Describe how the learning and development opportunities provided by their educators and
leadership are related to their personal growth and development. (Metacognitive)
Motivation
7. Value the work they do as students and the importance of their work to their academic and
personal goals. (Value)
8. Understand how to attribute their engagement in their work to the academic goals, the
environment, and their own initiative. (Attribution)
9. Feel positive emotions in the school setting. (Mood)
Program. The program developed includes two separate components. First, an in-depth
focus on the school, or organization engaging in practices that will advance the re-identification
process of students in three domains. A second component is a school wide student centered
program that teaches students metacognitive and motivational knowledge and skills.
School . In order to support the positive re-identification process among Latino and African
American males in the alternative setting, a program is recommended for implementation for both

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the school and students. The student learning goals outlined in the previous section will be
accomplished by educators and organizational leadership through relevant student training and
exercises. The foundation of the program is “connection” in three predominant domains, all
involving the students as the stakeholder of focus.
The first domain is building connections in the immediate academic setting between
educators and learners. Educators’ role is imperative to student success. Connections can be made
through lesson plans that use students’ prior experiences, real world experiences and interests to
academic content. Moreover, relational connections are key. Therefore, “connect time” during the
school day should be built in where teachers informally interact with students. To develop
educators’ knowledge and skills for this domain, a three day training or retreat prior to the
beginning of the school year where educators can gain valuable evidence based instructional
strategies, collaborate and practice building lesson plans and strategies with their colleagues and
administration is critical. Peer observations will be implemented once per quarter. “Refresher
courses” will be available throughout the year for educators to attend in person or online. Personal
journals will be suggested as reflection pieces for educators.
The second domain includes establishing connections between the key stakeholders and
data. Administration and support staff is vital for this domain. To develop administration and
support staff’s knowledge and skills in data collection and efficient processing for student learning
goals, a three day training on site is suggested. Job aids, feedback, practice with data scenarios and
guided practice must be provided during the training. A full quarterly data report should be
reviewed by administration for feedback to support staff. Data should reflect progress and growth
towards the mission and goals of the organization. Students should be included in the process

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through pre and post yearly surveys, focus groups and interviews. Data should be reported to all
stakeholders in a yearly “State of our School” event.
The third domain includes building meaningful connections between learners and the
community. Learners must have the opportunity to professionally interact with community
members through volunteering, service based projects, internships and events. To develop the
knowledge and skills needed for this domain, a focus group of educators, administration and focus
group of student leaders, should be provided with a one week in depth training centered on how to
gain contacts in the community, establish professional protocols and processes, and creating a
“launch/connection event”. Guest experts, job aids, checklists and mentorship are needed for
students to transfer their newly gained skills and knowledge. These connections are vital to
generating positive publicity, but more importantly establishing real world connections between
classroom content and employment, real world situations and professional interactions. Students
should be provided the opportunity to relate their community work to the classroom through
presentations, projects and discussions.
Students’ metacognitive knowledge and skills . A second key aspect of the overall
recommended program includes the key stakeholder, students. The goal in this portion of the
program is to propose a program that will increase the metacognitive knowledge and skills of
students in an effort to positively support the re- identification process. The learning event is first
introduced in a “kick-off” event at the beginning of the school year. A designated period will be
scheduled for teachers and staff to introduce “skills for academic and personal success” and
practice them in small collaborative groups with peers. After the initial “kick off” beginning of the
year event, a designated period or time frame each week will be devoted to thematic workshops

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that continue to expand students’ knowledge and practice with their motivational and
metacognitive skills.
Metacognitive knowledge and skills that will be become a part of the campus culture
include the reflective practices using the reflective cycle, progress tracking of their academic
journey through journaling and developing self-evaluation techniques. According to Van Velzen
(2017), reflection and the development of reflective based practices assist students in thinking more
critically regarding their learning, but unless explicitly shown how to reflect, it can be a challenge
for many learners. Additionally, Cowan (2014) stated that journaling encourages learners to slow
down their learning process for reflection. It also acknowledges the role of learners’ emotion in
learning and objectivity. Cotterrall and Murray (2009) stated that metacognitive develop is
important for learners who are in self-directed learning settings. Metacognitive skills and practices
such as reflection, set the foundation for lifelong learning, economic and personal potential and
enhance employability skills among students (Phillip, 2006).
Students’ motivation. According to Pintrich (1999), integrating cognitive and motivational
components of learning is important when guiding students’ metacognitive knowledge. Therefore,
in addition to the cognitive aspect, a second component that will be implemented into the
workshops are motivational skills and knowledge to increase academic achievement. First,
“planning activities” where students are taught to set goals for learning (Pintrich, 1999). Secondly,
“monitoring learning” and behavior in which students are supported in building self-regulation
levels and how to “track” their attention (Pintrich, 1999). Thirdly, teaching regulation strategies in
which students are shown in the workshops how to slow down when presented with a difficult
task, reviewing new content and posing questions (Pintrich, 1999). Furthermore, motivation,

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emotion and cognition are interconnected. It is suggested that learners investigate the role of
stereotypes and gain a deeper understanding of their emotions, especially prior to testing in an
effort to enhance positive mood (Linnenbrink, 2006). Also, having students express gratitude and
visualizing their best selves through weekly writing prompts increases positive mood (Sheldon &
Lyubomirsky, 2006). According to Sheldon and Lyubomirsky (2006), expressing gratitude and
visualizing our best selves, brings the learners greater awareness of their priorities, motivational
levels and values.
Reinforcements that are suggested campus wide include posters of the reflective cycle,
credible models in the community, successful former graduates posted in classrooms and student
congregating areas. Public acknowledgement by administrators and staff regarding students’
metacognitive and motivational skills and success is encouraged. Educators’ feedback and praise is
also critical.

Evaluation of the components of learning . In an effort to meet performance goals,
students must possess the appropriate knowledge, skills and motivation to apply new knowledge.
However, it is also imperative to evaluate specific knowledge, skills and levels of motivation
during and after the implementation of the program. Conceptual and procedural knowledge must
be evaluated among participants. Participants’ attitude, confidence, and commitment is also critical
to assess in order to understand if application of new knowledge will occur. The evaluation
methods and timing for each learning component is listed on Table 46.
Table 46
Evaluation of the Components of Learning for the Program.
Method(s) or Activity(ies) Timing

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Declarative Knowledge “I know it.”
Knowledge checks through discussion
during group tabling
During and after
Think in pairs and share out with everyone. During and after
Pretests and post tests Before, during and after
workshops/meetings
Procedural Skills “I can do it right now.”
Scenarios in which procedural knowledge is
demonstrated in the solution
During and after
Attitude “I believe this is worthwhile.”
Pre- and Post-test assessment survey to
determine if the value has increased to
develop relationships with peers and educators
Before and after
Discussions on the value and rationale During
Discussion of any issues During
Confidence “I think I can do it on the job.”
Discussion in small groups of concerns and
barriers
During
Peer mentorship, coaching or peer check ins During and after
Survey with appropriate scale about their
abilities
During and after
Commitment “I will do it on the job.”
Discussions of any issues, praise if applicable During and after
self-reports of progress After the learning event
Individual action plans on how to implement
new skills with the help of their homeroom
teachers
After the learning event
Ask the attendees to write down and share
how they will implement what they have
learned on the job.
After the learning event

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Level 1: Reaction
According to Kirkpatrick and Kirkpatrick (2016), level one is described as the extent to
which participants react to a learning event. It is the process of gauging how favorably invested
students are in the program. Customer satisfaction, relevance and engagement are three critical
components of level one as proposed by the Kirkpatrick and Kirkpatrick (2016) New World
Model. Participant satisfaction with the training is the definition of customer satisfaction
(Kirkpatrick & Kirkpatrick, 2016). Relevance is to what extent participants have the opportunity to
apply their new knowledge to their own job role and setting (Kirkpatrick & Kirkpatrick, 2016).
Engagement includes the level in which participants are involved in the learning event (Kirkpatrick
& Kirkpatrick, 2016). Table 47 below to list the methods in regards to engagement, relevance and
customer service that will determine how the participants react to the learning event(s).
Table 47
Components to Measure Reactions to the Program.
Method(s) or Tool(s) Timing
Engagement
Attendance records At the beginning of the learning event
Asking meaningful questions During
Workshop Evaluation After the learning event (2-3 weeks)
Relevance
Pulse check via survey During
Anonymous survey After the learning event

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Customer Satisfaction
Workshop evaluation After the learning event (2-3 weeks)
Pulse check via survey at end of each
workshop day
During the learning event time frame

Evaluation Tools
Immediately following the program implementation. Purposeful evaluations are critical
at Level One and Level Two. Level One and Two evaluations provide meaningful feedback
regarding the quality of training and to what extent learning and skills are developing. Following
the learning event in Level Two, students engage in pre-tests and posttests, gather feedback from
peers, discuss any issues that arise, provide self-reports of progress and how they will implement
what they have learned on the job. In Level One following of the learning event, a workshop
evaluation and anonymous survey is administered to participants to gauge their engagement and
customer satisfaction levels. (see Appendix G)
During the learning event in Level Two, knowledge checks through discussion
during group tabling will be conducted, think in pairs and share out with everyone and pre tests
and post tests for declarative knowledge evaluation measures will be completed. Procedural
knowledge evaluation tools for Level Two will be a checklist of lesson steps and scenarios in
which procedural knowledge is demonstrated in the solution by participants. The attitude levels of
participants will be evaluated through a pre- and post-test assessment survey to determine if the
value has increased to develop relationships with their peers and teachers. During the learning
event in Level Two, attitude levels will be determined through discussions on the value, rationale
and of any issues that may arise. Confidence during level two will be gauged during the learning

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event through discussions, peer mentorship, coaching or peer check ins and surveys. Lastly,
commitment levels will be assessed through discussions of any issues, praise if applicable during
the learning event.
During the learning event in Level One, asking meaningful questions will be implemented
to assess engagement as well as, attendance records. A pulse check via survey will be administered
to determine relevance and customer satisfaction levels among student participants.
Delayed for a period after the program implementation. According to Kirkpatrick and
Kirkpatrick (2016), formative and summative assessments are important to administer. Participants
will be implementing their new knowledge and skills upon completing the learning event.
Therefore, the feedback provides information on the quality of the training and programs
conducted (Kirkpatrick & Kirkpatrick, 2016). Administration and staff will take a posttest test or
final evaluative tool at the end of the school year to determine if the targeted outcomes have been
addressed (Level Three/Four). As part of the Level Four evaluative tool, administration and staff
will be asked to briefly describe their level of success with attendance, courses passed by students
and graduation rates.
Additionally, the school administration is responsible in assessing the application of the
learning event among students in Level Three (behavior application) by conducting a 90 day post
survey twice a year (semesterly) that evaluates the critical behaviors of learners passing all courses
including any remedial, with a C or better and attendance rates. (See Appendix H) In Level Two,
post tests to determine if the declarative and procedural knowledge, value, and confidence among
students has increased will be administered approximately 90 days after the training. A workshop

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evaluation will be administered approximately two weeks after the program learning event in
which student engagement and customer (student) satisfaction will be also be gauged (Level One).

Data Analysis and Reporting
Based on the outlined collection of both formative and summative data, training
effectiveness and the value of the training to the organization can be determined according to
Kirkpatrick and Kirkpatrick (2016). The reporting of significant findings in relation to the
re-identification process via the specified critical behaviors of a) Pass all six classes with a C or
better b) Students will attend school 90% of the time c) Pass any remedial courses with a C or
better will occur both semesterly and yearly by the leadership of the organization. A dashboard that
is visible on the school website will keep all key stakeholders informed regarding semesterly
passing rates of a C or better, weekly attendance rates of the campus and the passing rates of any
remedial courses. (see Appendix I) At the end of the year, graduation rates will be added as well.
Additionally, a similar dashboard will be created to monitor Levels One and Two as well as
delayed instrument findings. Students reported level of attitude, confidence, engagement and
satisfaction will be available in a separate dashboard link.
Summary of the Implementation and Evaluation
The New World Kirkpatrick Model (2016) is the framework that was used to develop a
program and implementation plan for key stakeholders who are attempting to establish a positive
re-identification process in an alternative setting as evidenced at Midway Alternative High School.
Prior to the development of a program plan, knowledge, motivation and organizational data was
collected as well as, analysis of the data in relation to the organization’s promising practice.

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Validated influences were determined through the analysis of interviews, a survey, documents and
observations.
The New World Kirkpatrick Model (2016) states that an effective training, implementation
and evaluation plan is essential in demonstrating the organizational value of the newly adopted
program. The four levels of training and evaluation are utilized. Level four is the degree to which
specified outcomes take place as a result of the learning event as well as, reinforcement
(Kirkpatrick & Kirkpatrick, 2016). The mission statement serves as the goal or results to be
accomplished. The predominant goal of the organization is to increase overall academic based
rigor. Secondly, improve student attendance and performance through a systematic process of data
analysis to drive instructional classroom pedagogy and curriculum. A third major goal at Midway
is to maintain a safe and healthy learning environment. Outcomes are designated as internal or
external.
Level three is “behavior” and is described as the degree to which application of learning in
the work setting occurs from receiving training (Kirkpatrick & Kirkpatrick, 2016). The
organization must discern primary critical behaviors that will be performed by the designated
stakeholder in order to achieve the organizational performance goal. An overview of the
designated metrics, methods and timing for evaluation of the critical behaviors are outlined.
Additionally, program success is connected to active execution and monitoring of required drivers.
Level two is the “learning” level. The goal is to diminish the gap between learning and
participants’ behavior as well as, to decrease the waste of resources of multiple trainings for
uncommitted participants. Learning goals are created for the key stakeholder to accomplish as a
result of accomplishing proposed recommendations. The recommended program includes an

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organizational aspect as well as a student component. Lastly, Level one is “reaction” and it is
described as the level to which participants react in a favorable manner to a learning event
according to Kirkpatrick and Kirkpatrick (2016). Measurements of engagement, relevance and
customer satisfaction are conducted.
Evaluation prior, during and after the learning event is important. Feedback provides
valuable information on the quality of the training and programs conducted (Kirkpatrick &
Kirkpatrick, 2016). Data analysis and reporting to all stakeholders through a dashboard available
on the school’s website. The dashboard data must include semesterly passing rates of a C or better,
weekly attendance rates of the campus and the passing rates of any remedial courses. At the end of
the year, graduation rates will be added as well. The overall value of the program is that it
positively supports the re-identification process among learners with the engagement of all
stakeholders. A collective effort is essential in assisting students’ re-identification journey and
academic achievement.
Limitations and Delimitations
According to Merriam and Tisdell (2016), in addition to validity and reliability, rigor and
trustworthiness are important aspects to attempt to ensure when conducting qualitative research.
The study applied triangulation to increase internal validity. Therefore, analysis consisted of
multiple components such as, interviews, a survey, document analysis and observations. However,
limitations and delimitations were still evident in this study.
The first major limitation is self-selection bias. Participation was voluntary. This could not
be controlled due to legality issues with educational law codes. Secondly, although twenty
interview participants were extensively interviewed, five responses were analyzed for this study.

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This could hinder according to Merriam and Tisdell (2016), maximum variation where a diverse
sample selection is needed to encourage a greater degree of application of the findings. A third
major limitation is the researcher’s position or reflexivity. Although the researcher is not directly
employed at the research site or school district, a teaching position is held by the researcher with
similar grade levels. The employment background can perhaps encourage unforeseen biases and
assumptions.
Delimitations are defined as constructs, factors or variables that were purposefully left out
of the study and as a result, impacts the external validity of the findings (Ellis & Levy, 2009).
Participation in the study was delimited to male, Latino and African American alternative learners
between the ages of 16-18. Also, the population and sample were drawn from both students who
were “willing” to participate from the general population in which they attend Midway voluntarily
as well as “willing” participants from a sub-population that were referred to the school due to a
combination of poor grades and problematic behavior(s). Therefore, generalization to other ethnic,
age and student groups cannot be conducted. Secondly, the research was a case study of an
alternative school in a rural region outside of Los Angeles, California. Graduation rates were used
rather than specific practices to determine a promising practice. Therefore, generalization of
findings can be hindered when attempted to be applied to other educational programs and settings
due to the alternative setting not being a traditional four year model and not in an urban location.
Recommendations for Future Research

Future research is suggested for organizations that are attempting to assist students with the
re-identification process at alternative school settings. According to Kirkpatrick and Kirkpatrick

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(2016), evidence needs to be provided that supports the training being implemented and the
organization’s mission and goals. Therefore, four recommendations are suggested moving forward.
First, in an effort to enhance the triangulation model, interviews with not just male Latino
and African American learners, but with their educators is important. The role of educators was
frequently addressed among interview participants. Through interviewing educators, their
perspective could either support or enhance the validated influences. Also, they provide another
reliable perspective on the promising practices of Midway. According to Merriam and Tisdell
(2016), crystallization is a valuable approach in qualitative studies. It encourages multiple
perspectives be integrated into the study.
A second recommendation is to analyze more than five interviewee responses. This
approach would provide further rich and detailed description to the study and provide the
opportunity to investigate any countering perspectives or opinions. Internal validity is increased
with a variety of rich and detailed descriptions. Lastly, one motivation domain, self-efficacy did not
have any reported validated influences. This domain should be further investigated. The methods
of the survey, interview questions and observations should also be examined to ensure that
self-efficacy is addressed properly and fully. Lastly, disaggregation of the data, results, and findings
between any student groups and/or programs on campus is recommended.
Conclusion

A case study was conducted for Midway Alternative High School with a key focus on
male, Latino and/or African American stakeholders. It is a promising practice. Midway is
considered a promising practice because of graduation rates reportedly at 87%. Therefore, the
academic re-identification process is being positively supported by the setting. A total of seven

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validated influences were identified for knowledge, four influences were identified for motivation
and nine influences were validated for organization. The influences were validated through the
analysis of data sources including observations, document analysis, a survey and interviews. One
high priority validated influence was selected per major domain to evaluate and design appropriate
recommendations for. For alternative high school settings with similar demographics and who are
aiming to support positive re-identification among learners, a comprehensive evaluation and
implementation plan using noteworthy evidence is proposed.
Academic disidentification among minority males leads to learners disengaging from the
traditional school setting and dropping out of high school (Caldwell & Siwatu, 2003; McMillian,
Carr, Hodnett, Campbell, 2015). Latino and African American males who are at risk for dropping
out or have dropped out of school, are unequipped to enter the workforce, college and positively
contribute to society. Therefore, Midway’s validated knowledge, motivational, and structural
dynamics evidenced through the triangulation data collection method can be utilized to promote
higher academic achievement and engagement among these learners. Midway is currently at the
forefront of modeling academic re-identification within the alternative education setting.

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Appendix A: Survey Questions
Research Questions:

The study will answer the following questions:

1. What are the knowledge and skills, motivation, and organizational assets that students at
Midway Continuation High School have that contribute to their 88% graduation rate?

2. What are the knowledge and skills, motivation, and organizational recommendations for
other continuation school settings attempting to assist minority students to successfully
re-identify into the academic setting?

I. Knowledge (8)

Directions: Please complete the sentence.

1. Students at Midway need to pass ______ (factual)
A. 100% of their classes *
B. 80% of their classes
C. 60% of their classes
D. 40% of their classes

2. It is the goal for me to earn _____ in my classes. (factual)
A. “A’s”
B. “B’s” or better
C. “C’s” or better *
D. “D’s” or better

3. My weekly attendance at school should be
A. 90%*
B. 80%
C. 70%
D. 60% and below

4. Self regulatory strategies are..
A. tools or strategies that help me activate and sustain my thoughts, behaviors, and
emotions in order to reach my goals *
B. long term goals that we discover as we learn more
C. Skills that help me read faster and understand class content
D. helpful annotating skills

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5. Passing my courses with a C or better…
A. is pointless.
B. is part of life.
C. overwhelms me.
D. allows me to be prepared for a career in the workforce

6. Regular attendance helps me
A. in no way
B. develop my academic skills for college
C. develop my skills to have a job/career*
D. get more work from their teachers

7. Using strategies such as, planning, goal setting, problem solving and reflecting
____
A. Helps me work harder and smarter*
B. does nothing
C. gets me an A in a class
D. is a waste of my time
E. I do not use these strategies.

8. You are passing two classes with a “C” or better, but failing one course. What
should you do?

A. get the failing grade up to a “C”*
B. nothing
C. ask your friends what to do
D. complain to the teacher that it’s them not you.

II. Motivation (15)

1. Please rate the extent to which you value:

Passing all courses with a “C” or better

0 Do not value at all

1

2

3

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4

5 Moderately value

6

7

8

9

10 Highly Value

2. Please rate the extent to which you value:

Having a weekly 90% or better attendance rate to graduate?

0 Do not value at all

1

2

3

4

5 Moderately value

6

7

8

9

10 Highly Value

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3. Please rate the extent to which you value:

Setting goals, planning, problem solving and reflecting on your behavior to help you
with your learning.

0 Do not value at all

1

2

3

4

5 Moderately value

6

7

8

9

10 Highly Value

4. Using the scale below, please rate

How confident you are that you can do the following right now : Pass all classes with
a “C” or better

0 Not confident at
all

1

2

3

4

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5 Moderately
confident

6

7

8

9

10 Highly confident

5. Using the scale below, please rate

How confident you are that you can do the following right now : To plan, set goals,
problem solve and reflect on your behavior.

0 Not confident at
all

1

2

3

4

5 Moderately
confident

6

7

8

9

10 Highly confident

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6. Using the scale below, please rate how positive you feel about doing the following:

Attending classes at Midway every day

0 Not positive at all

1

2

3

4

5 Moderately
positive

6

7

8

9

10 Highly positive

7. Using the scale below, please rate how positive you feel about doing the following:

Using goal setting, planning, problem solving and reflection to help your learning.

0 Not positive at all

1

2

3

4

5 Moderately
positive

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6

7

8

9

10 Highly positive

8. Using the scale below, please rate how positive you feel about doing the following:

Using self-regulatory strategies such as, setting goals, planning, problem solving and
reflection for my learning.

0 Not positive at all

1

2

3

4

5 Moderately
positive

6

7

8

9

10 Highly positive

9. Passing courses with a “C” or better is due to? Please check all that apply.

A. Administration (leadership)
B. Teachers

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C. Counselors
D. My own efforts*
E. Students helping each other
F. The educational system
G. None of the above

10. Students having a weekly 90% pass rate or better is due to? Please check all that
apply.

A. Administration (leadership)
B. Teachers
C. Counselors
D. My own efforts*
E. Students helping each other
F. The educational system
G. None of the above

11. Even with setbacks, it is my goal to engage in my classes.

1. strongly disagree
2. disagree
3. neutral
4. agree
5. strongly agree

12. Even with setbacks, it is my goal to learn from my mistakes.

1. strongly disagree
2. disagree
3. neutral
4. agree
5. strongly agree

13. Even with setbacks, it is my goal to use setting goals, planning, problem solving
and reflection for my learning.

1. strongly disagree
2. disagree
3. neutral
4. agree
5. strongly agree

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14. Doing well on intellectual tasks is very important to me.
1. strongly disagree
2. disagree
3. neutral
4. agree
5. strongly agree

15. It usually doesn’t matter to me one way or the other how I do in school
1. strongly disagree
2. disagree
3. neutral
4. agree
5. strongly agree

II. Organizational (9)
1. Using the scale below, rate the extent to which you agree or disagree with the
following statements regarding your school:

My school supports us to pass our courses with a C or better.

1 Strongly Disagree

2. Moderately
Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree

2. Using the scale below, rate the extent to which you agree or disagree with the
following statements regarding your school:

My teachers show that they believe we can pass our courses to graduate.

1 Strongly Disagree

2. Moderately
Disagree

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3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree

3. Using the scale below, rate the extent to which you agree or disagree with the
following statements regarding your school:

The staff on campus puts students needs at the center of everything they do.
1 Strongly Disagree

2. Moderately
Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree

4. Using the scale below, rate the extent to which you agree or disagree with the
following statements regarding your school:

At Midway, we are encouraged to plan, problem solve, set goals, and reflect on our
behavior by teachers and counselors.

1 Strongly Disagree

2. Moderately
Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree

5. Using the scale below, rate the extent to which you agree or disagree with the
following

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statements regarding your school:

I can complete the forms given to me by my counselor to make an appointment
and/or select courses.

1 Strongly Disagree

2. Moderately
Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree

6. Using the scale below, rate the extent to which you agree or disagree with the
following statements regarding your school:

We are provided with school transportation to help us get to school every day.

1 Strongly Disagree

2. Moderately
Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree

7. Using the scale below, rate the extent to which you agree or disagree with the
following statements regarding your school:

I have access to any resources that I may need to help me pass my classes.

1 Strongly Disagree

2 Moderately
Disagree

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3 Neither Agree or
Disagree

4 Moderately Agree

5 Strongly Agree

8. Using the scale below, rate the extent to which you agree or disagree with the
following statements regarding your school:

Policies and procedures are outlined in course syllabi for you.

1 Strongly Disagree

2. Moderately
Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree

9. Using the scale below, rate the extent to which you agree or disagree with the
following statements regarding your school:

My teachers provide me with an academic warning if I am in danger of failing.

1 Strongly Disagree

2. Moderately
Disagree

3. Neither Agree or
Disagree

4. Moderately Agree

5. Strongly Agree

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Appendix B: Interview questions

Research Questions:

The study will answer the following questions:

1. What are the knowledge and skills, motivation, and organizational assets that students at
Midway Continuation High School have that contribute to their 88% graduation rate?

2. What are the knowledge and skills, motivation, and organizational recommendations for
other continuation school settings attempting to assist minority students to successfully
re-identify into the academic setting?

I. Knowledge

CB 1:
P=Can you share with me what content you learned today in your classes?
(factual+understand)

P=Tell me the relationship between what you are learning in school and your personal life
and future? Can you give me an example? (conceptual+analyze)

P=Walk me through some of the steps that you do to have a “C” or better in a class
(procedural + recall)

P= How do you evaluate your own academic achievement? (metacognitive + evaluate)

P=How do you decide how to address your goals? (metacognitive + evaluate)
CB 2:
P=Walk me through some of the steps on how you access transportation to school?
(procedural + recall)

P=Can you tell me what (describe) are some ways regular attendance helps a you to be
college ready? (conceptual+understand)

FU=Can you tell me what (describe) are some ways regular attendance at school helps
a student be career ready? (Conceptual+understand)

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P=Can you give me an example of some consequences of not attending classes regularly?
(conceptual + understand)

P=How do you evaluate your weekly school attendance? (metacognitive + evaluate)

CB 3:
P=Tell me what you think “self-regulation” strategies are? (factual+understand)
FU=Can you provide an example?

P=Tell me how you use goal setting, planning, problem solving and reflection of your
behavior for your learning? (procedural + understand)
FU=Can you give me an example?

II. Motivation

Academic disidentification has been described as the lack of a relationship between
self-esteem and academic outcomes (Osborne, 1999). For the purposes of the current study and
consistent with Cokley (2002), academic disidentification is specifically defined as the lack of a
significant relation between a student’ s view of his or her academic abilities in comparison to peers
(i.e., academic self-concept) and the student’ s academic outcomes (i.e., GPA).

Racial centrality is the degree to which race is a core part of an individual’ s identity and
self-concept. Although it is commonly believed that having a strong racial identity is positively
related to academic achievement, published studies have been inconclusive in their findings.

A body of existing research also suggests African American males are particularly likely to
report negative teacher attitudes and behavior toward them (Marcus, Gross, & Seefeldt,
1991) and to perceive discrimination (Seaton, Caldwell, and Jackson, 2008; Stevenson et al.,
2002).

Disengagement: The three processes of psychological disengagement include: devaluing
academic success, disengagement from school, and discounting standardized test scores.

P=Please tell me how you feel about attending Midway every day?

P=Tell me about how confident you feel regarding passing your classes with a C or
better?
FU=How did your confidence develop? How has it been hindered?

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P=Why do you think you do well or do not do well in a class?
FU=Can you give me an example?

P=What do you think are the potential reasons (causes) for students passing their classes at
your school or not?
FU=Do you feel certain student groups do better in school than others? Please explain.
FU=How do you perceive your academic abilities compared to other peers?

P=Can you tell me how strongly, if at all you value your racial identity?
FU=What race do you most identify with?

P=Can you share how you believe your racial identity has impacted your academic
experience, if at all?

P=Can tell me if you had any experiences with teachers or staff that you felt were
discriminating towards you in your academic career?
FU=Have any particular discriminatory actions been here at Midway? Can you explain?
FU=Please tell me how the teachers and staff at Midway has or has not been
discriminatory towards you?

P= Can you describe how any discriminatory actions towards you at school has impacted
your views on being a successful student, if at all?

III. Organizational

P=To what extent does Midway’s school culture support students earning a C or better in
your classes?
FU= How do your teachers demonstrate that they believe students can pass classes
and graduate? Can you give me an example?

P=To what extent do teachers and counselors expect you to have regular attendance?
P=How are self-regulation strategies such as, problem solving, goal setting and reflection
encouraged throughout your school day?
FU=can you give me an example?

P=How do you feel regarding the goals your counselor has for your academic success?

P=What resources do you need to pass your classes with a C or better?
FU=Do you believe the resources are provided to you? How so?

P=To what extent are you able to develop the skills of problem solving, setting goals,
planning and reflecting at school?
FU=To what extent do teachers suggest to students to use planning, goal setting and

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problem solving skills in their classroom?
FU=Can you give me an example?

P=To what extent do your teachers provide a midterm warning if a grade is below a C?

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Appendix C: Classroom Observation Checklist
Date:

Teacher Name:
Room Number:
Subject Area:

Knowledge

Observed? Comments:
Students use
Self-Regulatory
strategies (goal
setting, planning
and/or problem
solving) in the
classroom setting.
❏ Yes
❏ No

Academic
goals/progress are
addressed
individually or as a
whole class.
❏ Yes
❏ No

Motivation

Observed? Comments:
Students arrive on
time to class or with
an excused tardy
pass.
❏ Yes
❏ No

Students are
attentive (looking at
instructor, working
on designated task,
observant) to the
immediate task.
❏ Yes
❏ No

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Students positively
interact with the
instructor and/or
peers.
❏ Yes
❏ No

❏
Students access
resources they need
independently
and/or ask for
resources needed.
❏ Yes
❏ No

Organization

Observed? Comments:
Classroom setting
contains needed
resources for
students to work
(desks, computers,
supplies)
❏ Yes
❏ No

Instructor has
school policies
and/or rules posted.
❏ Yes
❏ No

Students are in a
safe/secure
classroom setting.
❏ Yes
❏ No

Classroom is
arranged to
accommodate all
students.
❏ Yes
❏ No

Student work
displayed in the
setting.
❏ Yes
❏ No

Student to
instructor ratio is
❏ Yes
❏ No

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under 36:1.
Instructor positively
reinforces students.
❏ Yes
❏ No

Course Objectives
are displayed in the
classroom setting.
❏ Yes
❏ No

Instructor clearly
communicates
(verbally and/or
written) the purpose
of the class session
and instructional
activities for the
time period.
❏ Yes
❏ No

Instructor uses a
variety activities in
class to ensure that all
students are engaged.
❏ Yes
❏ No

Instructor encourages
or initiates
opportunities for
teacher-student
interactions.
❏ Yes
❏ No

Instructor links content
to student’s life and/or
real world application.
❏ Yes
❏ No

Instructor supports
information with
visuals (graphic
organizers, charts,
maps).
❏ Yes
❏ No

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Appendix D: Survey Recruitment Letter

Dear Midway Student,

I am currently enrolled in the Rossier School of Education at the University of Southern California
(USC) in Los Angeles, CA and am in the process of conducting research for my Doctorate. The
study is entitled The Re-Identification of Male Latino and African-American Learners in the
Alternative High School Setting: Promising Practice Case Study . The purpose of this study is to
understand how male Latinos and African American students in the alternative school
setting find their identity again of being a successful student in an effort to graduate.

You have been proudly selected to participate in an anonymous survey and/or interview!

The anonymous survey should take no longer than 25 minutes to complete and no information
will be gathered that potentially identifies you. The survey is meant to understand how male Latino
and/or African American students feel about Mojave as well as your academic progress, and
success.

The interview will be conducted by me, Pamela Chaires, a USC Doctorate student during
the week of Oct. 8-12th, 2018. You may be interviewed either during school hours (administration
has approved this option) or after you finish your classes for the school day. The interview is
designed to get an in depth understanding of you, your academic journey, and success. It should
take about 45 minutes. You will be compensated a $10 gift card to a fast food restaurant for
your time.

Student and parental consent forms will be provided to you on Mon. Oct 1st, 2018. Please click on
the following link to participate in the survey!

Survey Link:

https://docs.google.com/forms/d/19cSmf_-oYyTtunAtZ4maRY5c6Ve85L7Kf9YXL4Ar7X4/
prefill

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Appendix E: Student Consent Letter
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy, Los Angeles, CA 90089

ASSENT FOR NON-MEDICAL RESEARCH
FOR YOUTH (AGES 15-18)

The Re-identification of Male Latino and African-American Learners in the Alternative
High School Setting: Promising Practice Case Study

You are invited to participate in a research study conducted by Pamela Chaires Ed D.c. and Dr.
Kenneth Yates at the University of Southern California, because you are a male, identify on school
enrollment forms as being Latino and/or African American between the ages of 15-18. Your
participation is voluntary. You should read the information below, and ask questions about
anything you do not understand, before deciding whether to participate. Your parent’s permission
will be sought; however, the final decision is yours. Even if your parents agree to your participation
by signing a separate consent document, you don’t have to participate if you don’t want to. Please
take as much time as you need to read the consent form. You may also decide to discuss
participation with your family or friends. If you agree to participate, you will be asked to sign this
form. You will be given a copy of this form.

PURPOSE OF THE STUDY
The purpose of this study is to understand how male Latinos and African American students in the
alternative school setting find their identity again of being a successful student in an effort to
graduate.

STUDY PROCEDURES
If you volunteer to participate in this study, you will be emailed two links via your school/district
email account. One link is to participate in the survey. The second link is to sign up for an
interview.

Survey
You will be asked to take an anonymous survey. The survey will take approximately 25 minutes
and will ask questions such as, “Please rate the extent to which you value: Passing all courses with
a “C” or better.” The survey will not ask you for any personal information or collect your email
address.

Interview
You will be asked personal information such as, name, contact number and best time to be reached
only when you sign up for an interview. If a student participates in an interview, questions such as,
“Tell me the relationship between what you are learning in school and your personal life and

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future? Can you give me an example?” will be asked. Interviewees will be audio recorded and
notes will be taken during the duration of the interview by the researcher.

If you do not want to be audio recorded, you may still participate in the study. The researcher will
solely take notes throughout their interview session. You can stop the interview at any time. Of
recorded, the interview will be transcribed and analyzed to answer questions such as the one
above. The finding from the interviews will be de-identified, so your identity will be known only
to the researcher. The interview should last about 30 to 45 minutes.

POTENTIAL RISKS AND DISCOMFORTS
There are no major anticipated risks by participating in the survey of this study. However, an
interviewee may feel psychological discomfort based on some personal questions that may be
asked. You may refuse to answer any questions you don’t want to answer and still remain in the
study.

POTENTIAL BENEFITS TO PARTICIPANTS AND/OR TO SOCIETY
There are no personal direct benefits in participating. However, it is anticipated that the research
will provide a deeper understanding of how male minority students finding success in an
alternative setting. The results are anticipated to help other alternative sites with a similar student
body.

PAYMENT/COMPENSATION FOR PARTICIPATION
You will not be compensated for participating in the survey. However, interviewees will be
compensated with a $10 gift card to Starbucks/fast food establishment. The compensation will be
provided within a week of the interview taking place.

CONFIDENTIALITY
Any identifiable information obtained in connection with this study will remain confidential and
will be disclosed only with your permission or as required by law.

We will keep your records for this study confidential as far as permitted by law. However, if we are
required to do so by law, we will disclose contact information we collected for the interview. The
members of the research team and the University of Southern California’s Human Subjects
Protection Program (HSPP) may access the data. The HSPP reviews and monitors research studies
to protect the rights and welfare of research subjects.

The data will be stored on a secure computer that requires multiple passwords to gain access. All
documents will be scanned and saved on the computer as well. The hard copies and evidence of
interview recordings will be stored in a locked office off the school/research site. Transcribers will
be used for audio recordings. You have the right to review the audio recording. The audio
recordings and notes will be kept for a minimum of three years then destroyed. All data will be
coded and de-identified for the analysis

When the results of the research are published or discussed in conferences, no identifiable
information will be used.

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PARTICIPATION AND WITHDRAWAL
You can choose to be in this study or not. If you volunteer to be in the study, you may withdraw at
any time without any consequences. You may also refuse to answer any questions you don’t want
to answer and still remain in the study.

ALTERNATIVES TO PARTICIPATION
If you decide not to participate in the survey or interview or end your participation during the
survey or interview, you are free to continue with your normal school day activities for that time.

INVESTIGATOR’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact Pamela
Chaires at 323-394-9375, chaires@usc.edu and/or Kenneth Yates, faculty sponsor at
213-740-6793, kennetay@usc.edu \, 3470 Trousdale Pkwy, Los Angeles, CA 90089.

RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant you may
contact the IRB directly at the information provided below. If you have questions about the
research and are unable to contact the research team, or if you want to talk to someone independent
of the research team, please contact the University of Southern California Institutional Review
Board, 1640 Marengo Street, Suite 700, Los Angeles, CA 90033-9269. Phone (323) 442-0114 or
email irb@usc.edu.

If you wish to participate in the study’s survey and/or interview, please sign here:

______________________________ __________________________
______________
Print Name Signature Date

Please indicate with your initials that the consent form was reviewed by the researcher
with you and you understand what the study entails. _______________
Initials

**Please submit to: Mr. Polmounter or his Secretary at Mojave High School prior to Oct.
1st, 2018. I will also be on site Mon. Oct 1st, Wed. Oct. 3rd and Fri. Oct. 5, 2018. **

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Appendix F: Parent Consent Letter
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy, Los Angeles, CA 90089

INFORMATION SHEET FOR NON-MEDICAL RESEARCH

The Re-identification of Male Latino and African-American Learners in the Alternative
High School Setting: Promising Practice Case Study

Your child is invited to participate in a research study conducted by Pamela Chaires Ed D.c. and
Dr. Kenneth Yates at the University of Southern California, because your child is male, and is
identified on school enrollment forms as being Latino and/or African American between the ages
of 15-18. Your child’s participation is voluntary. You should read the information below, and ask
questions about anything you do not understand, before deciding whether to allow your child to
participate. Please take as much time as you need to read the consent form. You may also decide to
discuss participation with your family or friends. You can keep this form for your records.

PURPOSE OF THE STUDY
The purpose of this study is to understand how male Latinos and African American students in the
alternative school setting find their identity again of being a successful student in an effort to
graduate.

STUDY PROCEDURES
Students who fit the study’s criteria will be emailed two links via their school/district email account.
One link is to participate in the survey. The second link is to sign up for an interview.
Survey
If you agree to allow your child to volunteer to participate in this study, your child will be asked to
take an anonymous survey. The survey will take approximately 25 minutes and will ask questions
such as, “Please rate the extent to which you value: Passing all courses with a “C” or better.” The
survey will not ask students for any personal information or collect their email addresses.

Interview
Students will be asked personal information such as, name, contact number and best time to be
reached only when they sign up for an interview. If a student participates in an interview, questions
such as, “Tell me the relationship between what you are learning in school and your personal life
and future? Can you give me an example?” will be asked. Interviewees will be audio recorded and
notes will be taken during the duration of the interview by the researcher. If an interviewee
(student) does not want to be audio recorded, they may still participate in the study. The researcher
will solely take notes throughout their interview session. Your child can stop the interview at any
time. Of recorded, the interview will be transcribed and analyzed to answer questions such as the

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one above. The finding from the interviews will be de-identified, so your child’s identity will be
known only to the researcher. The interview should last about 30 to 45 minutes.

PAYMENT/COMPENSATION FOR PARTICIPATION

Your child will not be compensated for participating in the survey. However, interviewees will be
compensated with a $10 gift card to Starbucks/fast food establishment. The compensation will be
provided within a week of the interview taking place.

CONFIDENTIALITY
We will keep your child’s records for this study confidential as far as permitted by law. However, if
we are required to do so by law, we will disclose the contact information about your child we
collected for the interview. The members of the research team and the University of Southern
California’s Human Subjects Protection Program (HSPP) may access the data. The HSPP reviews
and monitors research studies to protect the rights and welfare of research subjects.
The data will be stored on a secure computer that requires multiple passwords to gain access. All
documents will be scanned and saved on the computer as well. The hard copies and evidence of
interview recordings will be stored in a locked office off the school/research site.on a secured
laptop with multiple passwords to gain access to participant files. Transcribers will be used for
audio recordings. The participant has the right to review the audio recording. The audio recordings
and notes will be kept for a minimum of three years then destroyed. All data will be coded and
de-identified for the analysis

When the results of the research are published or discussed in conferences, no identifiable
information will be used.

ALTERNATIVES TO PARTICIPATION
If your child decides not to participate in the survey or interview or ends their participation during
the survey or interview, they are free to continue with their normal school day activities for that
time.

INVESTIGATOR’S CONTACT INFORMATION
If you have any questions or concerns about the research, please feel free to contact Pamela
Chaires at 323-394-9375, chaires@usc.edu and/or Kenneth Yates, faculty sponsor at
213-740-6793, kennetay@usc.edu \, 3470 Trousdale Pkwy, Los Angeles, CA 90089.

RIGHTS OF RESEARCH PARTICIPANT – IRB CONTACT INFORMATION
If you have questions, concerns, or complaints about your rights as a research participant or the
research in general and are unable to contact the research team, or if you want to talk to someone
independent of the research team, please contact the University of Southern California Institutional
Review Board, 1640 Marengo Street, Suite 700, Los Angeles, CA 90033-9269. Phone (323)
442-0114 or email irb@usc.edu.

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Please sign if you provide consent for your child to participate in this study:

_______________________________ ______________________________
_______
Parent/guardian Name (Print) Parent/guardian Signature Date

**Please submit to: Mr. Polmounter or his Secretary at Mojave High School prior to Oct.
1st, 2018. I will also be on site Mon. Oct 1st, Wed. Oct. 3rd and Fri. Oct. 5, 2018. **

THANK YOU!

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Appendix G: Immediate Evaluations (Level 1 and 2)
Workshop Date: Workshop Topic:
Directions: Thank you for attending today’s workshop. To help ensure the quality of future
workshops, please truthfully respond to the following ten items. You also have the
opportunity to provide additional feedback or suggest topics for future workshops at the
conclusion of this feedback form. These feedback forms are anonymous.

Item 1: I was satisfied with the location, start time and duration of today’s worksop.
Circle your response:
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

Item 2: As a student, I found the information presented to be valuable.
Circle your response:
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

Item 3: The pace of the workshop was sufficient.
Circle your response:
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

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Item 4: The information learned during this workshop has given me confidence to use “skills for
my academic and personal success”.
Circle your response:
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

Item 5: The brochures, pamphlets and/or materials provided during the workshop help me
understand how to use the new skills for my academic and personal success.
Circle your response:
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

Item 6: If given the opportunity, I would be able to share the information I learned today with a
peer.
Circle your response:
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

Item 7: I believe the content and skills I learned today are worthwhile to my academic and
personal success.
Circle your response:

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1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

Item 8: I believe the content and skills I learned today are relevant to my success as a student at
Midway.
Circle your response:
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

Item 9: Which new skills that you learned today would you apply as a student at Midway?

Item 10: How do you plan to apply the new skills you learned today as a student at Midway?

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Additional Feedback: In the space below please provide additional feedback about today’s
workshop. Are there any questions that you have from today’s workshop that you would like
answered? What topics would you like to see covered at future workshops for students?

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Appendix H: Delayed Evaluation-90 day/Semesterly (Level 1 and 2)
Workshop Date:
Directions: Thank you for taking time to complete the following evaluation. Your
feedback is important as we consider the impact of this year’s programs and look ahead
to opportunities for students in the school year. You also have the opportunity to provide
additional feedback or suggest topics for future workshops or activities. These feedback
forms are anonymous.

Item 1: Overall, I found the information provided at workshops and mentoring activities to be
engaging. (L1)
Circle your response:
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

Item 2: Overall, I believe the information provided at workshops and activities was relevant to my
situation as a student at Midway. (L1)
Circle your response:
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

Item 3: The brochures, pamphlets and/or materials provided during the workshop help me
understand how to use the new skills for my academic and personal success. (L2)
Circle your response:
1 2 3 4 5

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Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

Item 4: The goals of the program, including goals stated at specific workshops and in activities,
aligned with my goals as a student at Midway. (L2)
Circle your response:
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

Item 5: Which one of the following is not a skill for academic and personal success at Midway?
(L2)
A. Slowing down with difficult content
B. Asking questions, if needed
C. Reflecting on my learning
D. Not doing the assignment if I do not understand it

Item 6: My level of confidence in using skills that help my academic and personal success
increased as a result of the workshops and events I attended this semester. (L3)
Circle your response:
1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

Item 7: Outside of the organized workshops, I applied the skills I learned in my other classes. (L3)
Circle your response:

6/29/2019 Pamela Chaires_Promising Practice_Case Study_Dissertation_edited - Google Docs
https://docs.google.com/document/d/1zownDL9UXePUlA3vC2mtUR5KgRcwynGGoceyHMg-FsQ/edit# 345/347
RE-IDENTIFICATION: PROMISING PRACTICE 345

1 2 3 4 5
Strongly
Disagree
Disagree Neutral Agree Strongly
Agree

Item 8: How did you apply, if at all the new skills you learned this semester as a student at
Midway? (L4)

Item 9: At the end of the semester, I was able to earn a “C” or better in all my courses. (L4)
A. Yes, I did.
B. No, I did not.
If you indicated B “No, I did not”, please explain why in the space below.

Item 10: At the end of the semester, I was able to maintain a 90% weekly attendance rate or better.
(L4)
C. Yes, I did.
D. No, I did not.
If you indicated B “No, I did not”, please explain why in the space below.

6/29/2019 Pamela Chaires_Promising Practice_Case Study_Dissertation_edited - Google Docs
https://docs.google.com/document/d/1zownDL9UXePUlA3vC2mtUR5KgRcwynGGoceyHMg-FsQ/edit# 346/347
RE-IDENTIFICATION: PROMISING PRACTICE 346

Additional Feedback: In the space below please provide additional feedback about the workshops
for academic and personal success that you took part in this semester. What would you like to see
more of next semester? What
additional topics would you like to discuss related to student success?

6/29/2019 Pamela Chaires_Promising Practice_Case Study_Dissertation_edited - Google Docs
https://docs.google.com/document/d/1zownDL9UXePUlA3vC2mtUR5KgRcwynGGoceyHMg-FsQ/edit# 347/347
RE-IDENTIFICATION: PROMISING PRACTICE 347

Appendix I: Dashboards on School Website
Critical Goals
Dashboard
Yearly Campus
Goal
Fall 2018 Totals Spring 2019
Totals
Total
2018-20
19
Student Passing Rate
(C or above)

Weekly Attendance
Rate of Midway

Graduation Rate

Program Feedback
Dashboard
Yearly Campus
Goal
Fall 2018 Totals Spring 2019
Totals
Total
2018-20
19
Student Attitude
Student Confidence
Student Engagement
Student Satisfaction

Abstract (if available)

Abstract The gap analysis problem-solving framework (Clark & Estes, 2008) will be utilized in an effort to identify primary reasons for the identified promising practice of high graduation rates at Midway Continuation High School where 84% of students identify as Latino and/or African American. The purpose of this study was to identify the knowledge and skills, motivation, and organization‘s promising performance of supporting a positive re-identification process among minority learners that has generated a low dropout rate as compared to California state average. The stakeholder of focus for this study are male, Latino and/or African-American learners between the ages of 15-18 years old in the continuation high school setting. Mixed methods were used to collect survey data from thirty-nine participants, interview data from five participants, observation data from eight classes and twelve pieces of documents to identify and validate the knowledge and skills, motivation, and organizational promising practices. Findings show that seven promising practices of the assumed knowledge and skills influences, four promising practices of the assumed motivation influences, and nine promising practices of the assumed organization influences was determined upon data analysis. Based on the findings, recommendations from the research literature are offered to support the validated practices and to propose an implementation program plan for similar alternative sites. It is important to investigate this organization because Midway’s positive structural dynamics can be utilized among other alternative sites with parallel demographics to promote higher academic achievement and engagement.

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Asset Metadata

Creator Chaires, Pamela Ineguez (author)

Core Title The re-identification of male Latino and African-American learners in the alternative high school setting: promise practice case study

School Rossier School of Education

Degree Doctor of Education

Degree Program Education (Leadership)

Publication Date 07/23/2019

Defense Date 03/20/2019

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

Tag alternative education,case study,OAI-PMH Harvest,re-identification

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Yates, Kenneth (committee chair), Patall, Erika (committee member), Tobey, Patricia (committee member)

Creator Email chaires@usc.edu,happysmartgirl@msn.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c89-186575

Unique identifier UC11660163

Identifier etd-ChairesPam-7570.pdf (filename),usctheses-c89-186575 (legacy record id)

Legacy Identifier etd-ChairesPam-7570.pdf

Dmrecord 186575

Document Type Dissertation

Format application/pdf (imt)

Rights Chaires, Pamela Ineguez

Type texts

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

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA