Abstract
Purpose. The purposes of this study were: (1) to assess the impact of the implementation of the Project A.L.I.V.E. model on the perceived satisfaction of students and teachers compared to their prior year's experience in the traditional high school program; (2) to determine whether this satisfaction affected school success measured by improved attendance, academic grades, a higher percentage of students who passed the District's proficiency exams; and (3) to determine whether there was a change in student learning roles and instructional techniques used by academy teachers after the first two semesters of implementation. Methodology. A descriptive research study of the implementation of Project A.L.I.V.E. was conducted. Questionnaires were administered to 20 percent (ninety-seven) of the 474 Academy students in the Project and nineteen of the twenty-four teachers. Student and teacher interviews as well as classroom observations by both teachers and administrators were used to triangulate the various sources of data. Data were analyzed using the Chi-Square Test of Independence. Significance was set at the.05 level of confidence. Findings. Students and teachers perceived that instructional strategies and role-change behaviors in Project A.L.I.V.E. were (a) implemented frequently, and (b) significantly different from their previous experiences in the traditional high school program. There was a significant change in the learning roles of students compared to their previous year, and a change in instructional techniques by academy teachers. There was improved student performance in: (1) attendance and (2) the number of academy students who passed the District's proficiency exams. No improvement was found in the students' grade point averages. Conclusion. Project A.L.I.V.E. offered an effective school-to-work transition model that integrated academic subjects with vocational training and served a wide range of students. When pedagogical changes occur at the same time as structural changes, there can be significant role changes for both students and teachers. Recommendations. Creating a new high school design requires a systems change approach at all levels within the district. Project A.L.I.V.E. should be replicated by other districts within the state and in other states to determine if the findings of this study are confirmed.