| This case study provides a mixed methodological and multistakeholder analysis of a unique transformative learning program called the Environmental Studies Academy (ESA) in Martinez, California. The program targets "at risk" high school youth and employs a unique blend of place-based, experiential pedagogies geared towards fostering sustainable ecology, psychology, relationships, and learning. This three year (2005-2008) retrospective study examines student, parent, community partner and administrative stakeholder voices through narrative analyses and provides a comparative analysis of preferred stakeholder engagement practices with traditional, quantitative outcome measurements of student academic success. Student quantitative data were derived from pre and post enrollment records for academic and behavioral measurements. Narrative data sources comprised Appreciative Inquiry focus groups and other written narrative data. Teacher stakeholder views were captured through Autoethnographic Writing-Stories taken from this researcher's personal journals and writings (C. Ellis & A. P. Bochner, 2000 L. Richardson, 2000).This study identified ten essential processes necessary to sustain successful engagement in the ESA from all stakeholder perspectives and are depicted as components of a whole system wherein a culture of learning and relationality is sustained. These processes include the creation of cultures defined as (a) social action (b) acceptance and diversity (c) mutual accountability (d) relational values (e) purposeful, intergenerational relationships (f) inspirational appreciation (g) critical thinking (h) emergent learning (i) personal and community health and (j) courage and renewal. A quantitative analysis found that ESA students experienced a 12% increase in attendance, a 96% reduction in truancy, an 85% reduction in discipline issues, and a 45% increase in academic effort. Students made a 1.34 point increase in their grade point averages and scored 24% higher in standardized test proficiency rates when compared to students at the same school. In addition, 90% of students enrolled graduated from the program.These results suggest that holistic practices of spiritual and emotional renewal affect the transformative outcomes of the classroom. Of particular value, this research delineates ways in which alternative schools and other educational communities can improve teacher and student retention rates, relational trust, school climate, community impact and the overall quality of student learning and academic improvement. |
