This study presents a comprehensive program evaluation of the PAGD alternative education program (a pseudonym) at Panther Community High School, a program that had not undergone formal revision since approximately 2015. The purpose of the study was to examine the effectiveness of the PAGD program in addressing students’ academic, behavioral, and social-emotional needs, and to identify areas in need of improvement to support both student success and long-term program sustainability. The evaluation was guided by four primary research questions: To what extent is the PAGD program meeting students’ needs? To what extent are PAGD program teachers receiving the necessary support? To what extent do PAGD program students and teachers feel a sense of belonging within the larger school community? What changes should be implemented to update the alternative program PAGD? A mixed-methods research design was employed to provide a comprehensive analysis of program effectiveness. Quantitative data were collected through surveys administered to students and staff and qualitative data were gathered through individual interviews to capture participants’ perspectives and lived experiences within the program. The participant sample included 24 students currently enrolled in the PAGD program and three staff members involved in its implementation. Findings indicated the students generally reported feeling safe, supported, and comfortable within the PAGD program environment. However, several areas for improvement emerged, including a need for increased academic rigor, expanded social-emotional learning supports, greater access to career readiness opportunities, and additional structured programming. Staff participants similarly identified gaps in available resources and expressed a need for enhanced institutional support to effectively meet the diverse needs of the program’s students. Overall, the findings suggest that though the PAGD program provides a supportive alternative educational setting for students, targeted programmatic updates are necessary to strengthen its effectiveness. Recommendations include expanding social-emotional learning supports, implementing more robust academic interventions, and integrating career and postsecondary readiness opportunities. These enhancements may improve student outcomes, strengthen program sustainability, and better align the PAGD program with contemporary research and policy related to alternative education.
","abstract_html":"<p>This study presents a comprehensive program evaluation of the PAGD alternative education program (a pseudonym) at Panther Community High School, a program that had not undergone formal revision since approximately 2015. The purpose of the study was to examine the effectiveness of the PAGD program in addressing students’ academic, behavioral, and social-emotional needs, and to identify areas in need of improvement to support both student success and long-term program sustainability. The evaluation was guided by four primary research questions: To what extent is the PAGD program meeting students’ needs? To what extent are PAGD program teachers receiving the necessary support? To what extent do PAGD program students and teachers feel a sense of belonging within the larger school community? What changes should be implemented to update the alternative program PAGD? A mixed-methods research design was employed to provide a comprehensive analysis of program effectiveness. Quantitative data were collected through surveys administered to students and staff and qualitative data were gathered through individual interviews to capture participants’ perspectives and lived experiences within the program. The participant sample included 24 students currently enrolled in the PAGD program and three staff members involved in its implementation. Findings indicated the students generally reported feeling safe, supported, and comfortable within the PAGD program environment. However, several areas for improvement emerged, including a need for increased academic rigor, expanded social-emotional learning supports, greater access to career readiness opportunities, and additional structured programming. Staff participants similarly identified gaps in available resources and expressed a need for enhanced institutional support to effectively meet the diverse needs of the program’s students. Overall, the findings suggest that though the PAGD program provides a supportive alternative educational setting for students, targeted programmatic updates are necessary to strengthen its effectiveness. Recommendations include expanding social-emotional learning supports, implementing more robust academic interventions, and integrating career and postsecondary readiness opportunities. These enhancements may improve student outcomes, strengthen program sustainability, and better align the PAGD program with contemporary research and policy related to alternative education.</p>","abstract_has_math":false,"creators":["Flores Hernandez, Citlali J"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Jason Stegmoler","Harrington Gibson","Elizabeth Minor"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2026,"date_issued":"2026-04-01T07:00:00Z","date_published":"2026-04-01T07:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["alternative program","high school","needs of students","supports","behavior","credit recovery","Accessibility"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/968","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jason Stegmoler","Harrington Gibson","Elizabeth Minor"]},{"key":"dc:creator","label":"Author","values":["Flores Hernandez, Citlali J"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2026-04-13T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["alternative program","high school","needs of students","supports","behavior","credit recovery","Accessibility"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/968"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study presents a comprehensive program evaluation of the PAGD alternative education program (a pseudonym) at Panther Community High School, a program that had not undergone formal revision since approximately 2015. The purpose of the study was to examine the effectiveness of the PAGD program in addressing students’ academic, behavioral, and social-emotional needs, and to identify areas in need of improvement to support both student success and long-term program sustainability. The evaluation was guided by four primary research questions: To what extent is the PAGD program meeting students’ needs? To what extent are PAGD program teachers receiving the necessary support? To what extent do PAGD program students and teachers feel a sense of belonging within the larger school community? What changes should be implemented to update the alternative program PAGD? A mixed-methods research design was employed to provide a comprehensive analysis of program effectiveness. Quantitative data were collected through surveys administered to students and staff and qualitative data were gathered through individual interviews to capture participants’ perspectives and lived experiences within the program. The participant sample included 24 students currently enrolled in the PAGD program and three staff members involved in its implementation. Findings indicated the students generally reported feeling safe, supported, and comfortable within the PAGD program environment. However, several areas for improvement emerged, including a need for increased academic rigor, expanded social-emotional learning supports, greater access to career readiness opportunities, and additional structured programming. Staff participants similarly identified gaps in available resources and expressed a need for enhanced institutional support to effectively meet the diverse needs of the program’s students. Overall, the findings suggest that though the PAGD program provides a supportive alternative educational setting for students, targeted programmatic updates are necessary to strengthen its effectiveness. Recommendations include expanding social-emotional learning supports, implementing more robust academic interventions, and integrating career and postsecondary readiness opportunities. These enhancements may improve student outcomes, strengthen program sustainability, and better align the PAGD program with contemporary research and policy related to alternative education.
"]},{"key":"dc:title","label":"Title","values":["Adapting The Alternative Program at Panther Community High School To Meet The Needs of its Students"]}]}],"canonical_facts":{"dc:contributor":["Jason Stegmoler","Harrington Gibson","Elizabeth Minor"],"dc:creator":["Flores Hernandez, Citlali J"],"dc:date.available":["2026-04-13T07:00:00Z"],"dc:description.abstract":["This study presents a comprehensive program evaluation of the PAGD alternative education program (a pseudonym) at Panther Community High School, a program that had not undergone formal revision since approximately 2015. The purpose of the study was to examine the effectiveness of the PAGD program in addressing students’ academic, behavioral, and social-emotional needs, and to identify areas in need of improvement to support both student success and long-term program sustainability. The evaluation was guided by four primary research questions: To what extent is the PAGD program meeting students’ needs? To what extent are PAGD program teachers receiving the necessary support? To what extent do PAGD program students and teachers feel a sense of belonging within the larger school community? What changes should be implemented to update the alternative program PAGD? A mixed-methods research design was employed to provide a comprehensive analysis of program effectiveness. Quantitative data were collected through surveys administered to students and staff and qualitative data were gathered through individual interviews to capture participants’ perspectives and lived experiences within the program. The participant sample included 24 students currently enrolled in the PAGD program and three staff members involved in its implementation. Findings indicated the students generally reported feeling safe, supported, and comfortable within the PAGD program environment. However, several areas for improvement emerged, including a need for increased academic rigor, expanded social-emotional learning supports, greater access to career readiness opportunities, and additional structured programming. Staff participants similarly identified gaps in available resources and expressed a need for enhanced institutional support to effectively meet the diverse needs of the program’s students. Overall, the findings suggest that though the PAGD program provides a supportive alternative educational setting for students, targeted programmatic updates are necessary to strengthen its effectiveness. Recommendations include expanding social-emotional learning supports, implementing more robust academic interventions, and integrating career and postsecondary readiness opportunities. These enhancements may improve student outcomes, strengthen program sustainability, and better align the PAGD program with contemporary research and policy related to alternative education.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/968"],"dc:subject":["alternative program","high school","needs of students","supports","behavior","credit recovery","Accessibility"],"dc:title":["Adapting The Alternative Program at Panther Community High School To Meet The Needs of its Students"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:21:46Z"}