The alternative learning and attendance system: is it effective in a rural high school system?

Abstract

STATEMENT OF PROBLEM: This study was done to examine the instructor use of the ALAC room and its success in behavior modification in a rural high school system. The study investigated student assignments to the ALAC room and the influence the assignments had on their behavior when they returned to the classroom. The expected findings are teacher responses that will define the purpose and the value of the ALAC room in the future. Therefore the effectiveness of the ALAC room will be improved through the future use of the evaluations and results of the survey. RESEARCH DESIGN: The research is of quantitative design. The subjects of this study are from a population of teachers at Bloomer High School that had the use of the ALAC room available to them. A cluster sampling technique was used. The survey was developed by the researcher. The research study focused on the following questions: How often is the ALAC room used by instructors? Is there a certain percentage of students that are repeat visitors? Is the ALAC room an effective tool for behavior modification? FINDINGS: The findings are from 28 teachers that had the use of the ALAC room during the school year of 1998-1999. The frequency for the correction of disruptive student behavior were as follows: 77.3% (n=17) used the ALAC room to correct disruptive behavior 1 to 5 times. The less frequent responses occurred in the categories of 6 to 10 and 21 to 25 times. This information indicates that the ALAC room is meeting the goals for which it was intended. It was created to be a short term solution for problem students, as well as a center for instructional support. CONCLUSIONS: The potential of the ALAC room is far reaching. The establishment of an ALAC room is just the beginning of a central concept of discipline with several alternatives for the student based upon the number of referrals and the number of staff that refer the same student.