NORTH CAROLINA HIGH SCHOOL ALTERNATIVE SCHOOL ADMINISTRATORS’ PERCEPTIONS OF SCHOOL PERFORMANCE MEASURES

This qualitative study investigates the perceptions of high school-level alternative school administrators in North Carolina about the impact of performance standards (ESSA) on them and their campuses. The study interviewed four alternative high school administrators who are currently serving in alternative schools in North Carolina that were labeled Comprehensive Support and Improvement during the 2018-2019 school year due to low graduation rate and/or low performance. Analysis of the data resulted in the following findings: Alternative high school administrators perceive the ESSA guidelines for school performance as unfair and inequitable to alternative schools, and the guidelines demonstrate a lack of understanding of alternative schools and alternative education on the part of those who develop accountability guidelines.
The impact of these guidelines has resulted in changes to some practices on their campuses and receiving additional funding. Administrators perceive these accountability standards have no impact on their professional career but have increased their stress. Findings indicate that alternative school administrators perceive that the people who assist and are involved in the lives of students, their academic and social-emotional interventions, appear to be the most important strategies that can lead to successful outcomes for their students. Conclusions include a need for more awareness of the differences between traditional and alternative schools, the students served on these campuses, and more awareness of equity in education, specifically accountability and school performance.