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Abstract
In this study we investigated determinants of the graduation rate of public alternative schools by analyzing the most recent, nationally representative data from Schools and Staffing Survey 2007-2008. Based on the literature, we built a series of three regression models via successive block entry, predicting the graduate rate first by (a) student demographics, then by (a) student demographics and (b) staffing characteristics, and finally by (a) student demographics, (b) staffing characteristics, and (c) school processes, with a purpose to compare the models to study the effects of those variables more amenable to policies (i.e., staffing characteristics and school processes). Among others, we found (a) that staffing characteristics and school processes are important blocks of variables to predict the graduation rate, (b) that summer programs and Hispanic teacher ratio are positively associated with the graduation rate, with having same teachers for 2 years or more being a marginally positive predictor, and (c) that having the traditional grade structure and providing day care are negatively correlated with the graduation rate. Implications of our findings for policy and future research are discussed.
Keywords educational reform, principals, teachers
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