Effective components of disciplinary alternative education programs as perceived by disciplinary alternative directors and teachers in Education Service Center, Region 10, Texas

The purpose of this study was to determine the extent to which the nine components of successful alternative schools were implemented, the importance placed on these components by Discipline Alternative Education Program (DAEP) administrators and teachers, and the impact these components had on DAEPs located in Education Service Center, Region 10, Texas. This Region was selected due to its being the second largest Texas region, and the student demographic distribution of this region closely resembled the Texas state demographic distribution for all students in Texas Public Schools.; All participants responded to the Characteristics of Effective Alternative Schools Instrument redesigned by Killian (2002). Forty-seven (47) DAEPs participated in this study yielding an 83% participation rate. Data from 43 DAEP directors and 116 DAEP teachers were analyzed for significance relative to the components. Data were analyzed according to urban and rural DAEPs as well as demographic variables such as district size, economically disadvantaged (Low SES) student population, and limited English proficient (LEP) student population.; The components of mission, roles, and site were important to the operation of DAEPs. Mission was partially implemented, while mission and administration had a significant impact. The components of mission, administration, and roles were important in urban and rural DAEPs. Mission was moderately implemented, while mission and administration had a significant impact.; The components of mission, administration, roles and site were partially implemented in 4A and 5A DAEPs, while only mission was partially implemented in 1A, 2A, and 3A DAEPs. DAEPs in districts with an SES student population of 50% or less implemented mission, administration, and site. DAEPs in districts with an SES population between 51% and 75% implemented mission, choice, and roles, and DAEPs with an SES of 75% or more implemented site. The component, site, was implemented by DAEPs with an LEP student population of 17.2% or less.; This study significantly contributes to the existing body of knowledge concerning the identification of the characteristics of successful DAEPs and validated the previous study conducted by Killian (2002). District administrators may use this research to establish new DAEPs or to evaluate their programs and make necessary program improvements.