Abstract
Purpose. The purpose of this study was to describe and compare four accredited public independent study high schools in California in terms of the factors which facilitated their implementation, their organizational characteristics and their outcomes. Methodology. Three research questions were developed to address factors which affect implementation, organizational characteristics and outcomes. For each research question, variables were identified drawing from literature, from evaluation documents, and from practitioners in the field. Six questionnaires were designed to address the different variables and the groups of respondents which included students, parents, teachers, administrators and other persons associated with the schools. The questionnaires were used to interview the majority of respondents at the school sites. Some associated interviews were conducted by telephone. Archival data were also collected. A detailed written description of the collected data was prepared for each school. This was followed by a comparison of the data by variable across the schools. Findings and conclusions. This study found that strong support from the district superintendent was important for the successful implementation and development of the schools. These schools are flat, flexible organizations which use the teacher as the basic administrative unit and which show a consistent ability to change and adapt as needs dictate. The schools do not work for all students but, for those who succeed, a higher level of academic achievement occurs than in traditional schools. Key elements leading to student success are the close student/teacher relationships which exist and an absence of negative peer pressure. Parents, students, and teachers are happy with the schools. Finally, these schools are often perceived as inferior by traditional school staff. Recommendations. These independent study high schools are examples of restructured education. It is recommended that the State Department of Education and individual school districts observe these models as they seek alternatives that are truly different. It is recommended that traditional schools include the independent study instructional strategy as an element of service to their students, particularly as a means to enhance time and facility usage and to include non-certificated staff as instructors. Finally, it is recommended that practitioners of independent study market their successes more effectively.