Re-engaged Youth Attending A Secondary Alternative School: A Cluster Analysis

Abstract

The purpose of this quantitative cluster analysis was to create a profile of students attending, graduating, and withdrawing from an alternative high school located in Georgia. Using a hierarchical cluster analysis method, clusters were formed based on the clustering variables of age overage, poverty, Multilingual Learner status, student achievement, Carnegie credits earned, discipline incidences, school attendance, and gender from a current student population of 2,497 and 1,861 graduates. Prior research has demonstrated that not all students excel in traditional secondary schools due to various factors. However, there is a scarcity of empirical research examining the suitability of alternative pathways for attaining a high school diploma. Given the significant numbers of youth dropping out of school prematurely, it is crucial to investigate alternative routes to high school education to assess their appropriateness and effectiveness. The results of this study suggest that there are shared traits among student cohorts attending and graduating from this alternative high school. These insights, coupled with the distinctive attributes of the alternative education environment, should guide school guidance counselors and administrators in providing support and advice to students who are struggling to thrive in a traditional secondary setting. Future research should prioritize gathering firsthand accounts from students who are thriving in alternative secondary schools to gain deeper insights into the factors contributing to their success, particularly among those who did not finish their secondary education in a traditional setting.