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Measuring the effectiveness of an alternative education collaborative in improving student outcomes in Newark, New Jersey
Descriptive
TypeOfResource
Text
TitleInfo
(ID = T-1)
Title
Measuring the effectiveness of an alternative education collaborative in improving student outcomes in Newark, New Jersey
Identifier
ETD_2660
Identifier
(type = hdl)
http://hdl.rutgers.edu/1782.2/rucore10002600001.ETD.000052950
Language
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(authority = ISO639-2);
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English
Genre
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theses
Subject
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Topic
Public Administration (SPAA)
Subject
(ID = SBJ-2);
(authority = ETD-LCSH)
Topic
Education, Urban--New Jersey--Newark--Evaluation
Subject
(ID = SBJ-3);
(authority = ETD-LCSH)
Topic
Alternative education--New Jersey--Newark--Evaluation
Subject
(ID = SBJ-4);
(authority = ETD-LCSH)
Topic
Academic achievement--New Jersey--Newark
Abstract
(type = summary)
An increasing concern in public administration is the development of effective collaborative approaches to public problems through partnerships between government, private and nonprofit organizations. To address this concern, this research evaluated the relative efficacy of a newly developed collaborative alternative education initiative in the Newark public schools in comparison to the existing drop-out prevention program and the elements of the collaboration that may have contributed to these outcomes. In 2007, Newark's graduation rate was 63% according to the new graduation calculation method approved by the National Governors Association, Graduation Counts Compact of 2005 (NPS, 2008). In 1999, The Newark Public Schools initiated The Twilight Program, a drop-out prevention program designed to meet academic, social and emotional needs of students that could not be met in the traditional high school setting. However, in 2003, when Newark's Office of Alternative Education (OAE) determined that the existing Twilight Programs had not fully addressed student needs, the Newark Public Schools added a research-based alternative education model built through a partnership with the City of Newark, local and state government agencies, Essex County College, private foundations, and local community organizations. There is a broad consensus that collaboration can mobilize a broad array of expert experience and broaden a program's political basis of legitimacy. In practice, however, these partnerships are developing ahead of empirical research supporting their efficacy or delineating which specific elements of collaboration are most critical to observed outcomes. Informed by principles of process outcome and organizational collaboration, this dissertation compares the relative efficacy of alternative education placements in two Newark-based initiatives and evaluates the collaborative process among stakeholders in these initiatives. Utilizing a mixed-methods approach, this dissertation answers research questions: Does participating in an alternative high school initiative program make a quantifiable difference in the path of a student's academic career? and Was the AHSI collaboration successful? The findings from the quantitative and qualitative study suggest that overall performance of the AHSI students is significantly higher than in the Twilight program. However, the achievement had less to do with the collaborative process and more to do with the resources.
PhysicalDescription
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electronic resource
Extent
vii, 158 p. : ill.
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Note
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Ph.D.
Note
Vita
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Includes bibliographical references
Note
(type = statement of responsibility)
by Soribel Genao
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Genao
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Soribel
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1980-
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Soribel Genao
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Stark
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Evan S
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chair
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Advisory Committee
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Evan S Stark
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Hull
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Elizabeth
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internal member
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Advisory Committee
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Elizabeth Hull
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Riccucci
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Norma M
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Advisory Committee
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Norma M Riccucci
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Price
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Byron E
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outside member
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Advisory Committee
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Byron E Price
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Rutgers University
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degree grantor
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Graduate School - Newark
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school
OriginInfo
DateCreated
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2010
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2010
Place
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xx
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Rutgers University Electronic Theses and Dissertations
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ETD
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Title
Graduate School - Newark Electronic Theses and Dissertations
Identifier
(type = local)
rucore10002600001
Identifier
(type = doi)
doi:10.7282/T3MW2H7R
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
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(ID = rulibRdec0006)
The author owns the copyright to this work.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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(ID = PRH-1);
(type = personal)
Name
FamilyName
Genao
GivenName
Soribel
Role
Copyright Holder
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Type
Permission or license
DateTime
2010-04-22 16:07:23
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Soribel Genao
Affiliation
Rutgers University. Graduate School - Newark
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Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
RightsEvent
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Type
Embargo
DateTime
2010-05-31
Detail
Access to this PDF has been restricted at the author's request. It will be publicly available after May 30th, 2012.
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ETD
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application/x-tar
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