Pushed out or kept in: How an alternative to suspension influences students' behavior and academic achievement

Abstract

The purpose of this qualitative case study is to understand teacher, administrator and student perceptions regarding the influence of an alternative-to-suspension program on participating students' motivation to learn and progress toward high school completion. More specifically, this case study examines student experiences in a program being implemented in a Midwestern state, an alternative to suspension named Graduation Reboot (not an acronym). This study used purposeful sampling to select participants for this study. Data were collected through classroom observations, surveys, interviews of two administrators, three teachers and five students who have had a relationship with Graduation Reboot and other documents. Herzberg's Two-Factor Theory of Motivation (1959) provided a lens through which to present and analyze the findings of this study. Findings confirmed caring, communication, consistency and celebrations should be included in an alternative to suspension program to influence academic progress and behavior changes. Additional research could focus on other alternative-to-suspension programs with a higher enrollment of students.