Abstract
Purpose. The purpose of this study was to identify program elements and parental support that influence Hispanic female students in six Model Continuation High Schools in five Southern California Counties to stay in school and graduate as reported by students, teachers, guidance support staff, and administrators. Four components were studied: (a) program design, (b) delivery of instruction, (c) interpersonal behaviors of school personnel, and (d) parent support. Methodology. Staff members completed a survey that assessed the influence of four program components on the graduation rates of Hispanic female students. Of the 107 surveys distributed, 71 percent were returned. Twelve staff members participated in interviews. Twenty-nine students participated in focus group sessions. Quantitative and qualitative analysis were used to examine the data. Findings. A small school with an enrollment of 200 to 500 students and a teacher pupil ratio of 20:1 were identified by students and staff as factors that influence Hispanic female students to graduate from high school. Staff observed that Hispanic female students increased the number of credits earned when they were able to interact with other students in small groups. Teachers and other staff members created a family atmosphere where students felt comfortable and accepted by their teachers and one another. The teacher's role with students is pivotal. Students depended on their teachers to help them with coursework to earn credits toward graduation and with personal problems that became barriers to stay in school and graduate. Conclusions. Hispanic female students who attended the six model continuation high schools flourished in an environment that helped them to successfully complete their credits. The school's distinctive features include a focus on the individual needs of students and teachers who were willing to play the role of both teacher and counselor. Positive, successful learning experiences and supportive relationships connected Hispanic female students to school. As they gained confidence in their ability to improve their academic status, they improved their attitude about school. Their educational experiences and relationships helped them commit to stay in school and graduate.