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Exploring the successful transition experiences of AEDY completers in Pennsylvania: a case study
Dissertation   Open access

Exploring the successful transition experiences of AEDY completers in Pennsylvania: a case study

Alissa Bowman Sweigart
Doctor of Education (Ed.D.), Drexel University
Jun 2020
DOI:
https://doi.org/10.17918/00000151
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Abstract

Problem children--Education Motivation in education Alternative Education
Pennsylvania's Alternative Education for Disruptive Youth (AEDY) is a state-funded grant program that allows approved school districts to remove disruptive students in Grades 6-12 and place them in state-approved alternative education programs for behavioral modification. Placement is intended to be temporary such that students transition back to the home school once their behavioral goals have been met. AEDY-placed students are considered at-risk of dropping out, and data collected by the Education Law Center-PA in 2015 showed that fewer than one-third of students who are AEDY-placed return to the home school. While there is an established body of literature on disciplinary-based alternative education nationally, few studies have focused on AEDY placement in Pennsylvania and even fewer have included the students' perspective. The purpose of this case study was to explore the phenomenon of the successful transition of AEDY-placed students back to the home school. The study was guided by the following research questions: 1. How do AEDY completers describe the experiences of the incident(s) at the home school that led to their AEDY placement? 2. How do AEDY completers describe how their experiences in their AEDY placement affected their decisions regarding the future of their education? 3. What factors do AEDY completers describe as contributing to their successful transition back to the home school following their AEDY placement? 4. What factors do School Counselors describe as contributing to the successful transition back to the home school following a student's AEDY placement? The researcher interviewed three AEDY completers and four counselors at the home school. The researcher also analyzed the referral documents for the three students, complete with counselor notes. The researcher utilized Maslow's Hierarchy of Needs theory to guide the analysis. The findings were organized by three themes: AEDY Placement, Students' Perspectives on Successful Transition, and Counselors' Perspectives on Successful Transition. Subthemes under AEDY placement included AEDY conditions, a strict AEDY environment, and self-reflection. Subthemes under Students' Perspectives included social interaction; therapy, counseling, and guidance; and academic support. Subthemes under Counselors' Perspectives included academic supports, emotional supports, one-on-one approach, good relationships and transparency, and collaboration with students and parents. The study resulted in recommendations for the home school on how to better meet students' needs while facilitating transition back to the home school and potentially preventing AEDY placement before the behavior that results in AEDY placement occurs. Keywords: alternative education, alternative education for disruptive youth, transition

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