Examining Performance Learning Centers in North Carolina through student perception, student success, and Dropout Prevention
Understanding why students fail to graduate from high school has been a great concern within the United States for quite some time (Bridgeland, Dilulio, & Morison, 2006). One million students drop out of school annually, which has resulted in society searching for diverse ways to assist students with obtaining a high school diploma (American Psychological Association, 2010; Balfanz, Bridgeland, Bruce, & Fox, 2012; Johnston, 2010). This study highlights alternative education through an examination of Performance Learning Centers (PLCs) in North Carolina. PLCs have resulted as an extension of Communities in Schools (CIS) and were evaluated to determine if the foundational values of these programs, as perceived by students and staff, are related to student success (Communities in Schools, 2013). The belief of CIS is that, "programs don't change kids- relationships do" (Milliken, 2007, p. 7). This belief is accomplished by Five Basics which are, a one on one relationship with a caring adult; a safe place to learn and grow; a healthy start and a healthy future; a marketable skill to use upon graduation; and a chance to give back to peers and the community (CIS, 2013). This study employed a mixed methods approach incorporating quantitative research in the form of a survey and qualitative research in the form of student and staff interviews. Linkages were established between the design elements of the PLC and increased student successes. These findings provided evidence for effective practices that could be used to design productive dropout prevention initiatives. .^
Educational leadership|Educational administration|Secondary education
Lowery, Vernon Shananne, "Examining Performance Learning Centers in North Carolina through student perception, student success, and Dropout Prevention" (2015). ETD Collection for Fayetteville State University. AAI3664599.