Understanding the Perspectives of Former Dropouts Enrolled at an Urban Alternative Charter School

• In Event: Voices of Charter School Families and Students

Abstract

This study explored student perceptions at an urban alternative charter school that exclusively enrolled former dropouts. This study sought to understand why participants dropped out of the previous schools that they attended and how the alternative charter school setting addressed those reasons. A panel of seven students was interviewed at four time points during the 2018-19 school year, for a total of 26 interviews. A major finding concerned student-teacher relationships. A lack of meaningful relationships with teachers was a common determinant of dropout; positive and engaging relationships led to perseverance among the same students in the alternative charter school setting. Service learning opportunities and an overall sense of belonging in the school also differentiated the alternative charter school setting.

Author

• David T. Marshall, Auburn University