STAKEHOLDER PERCEPTIONS OF STUDENTS’ SUCCESS IN PLACE-BASED SCHOOLS

Dissertation work of Josef A. Graham
Major Advisor:  Frank LaBanca, EdD
Secondary Advisors:  Marcia A. B. Delcourt, PhD and Diana L. Payne, PhD

Abstract:

Place-Based schools are a viable alternative to failing traditional schools and are an essential tool in closing the American education achievement gap. This study assessed stakeholders’ perception of the value of Place-Based curricula using a qualitative, multi-case design with an ethnographic stance. The researcher examined how success was determined and measured for students who attended schools with Place-Based curricula. Place-Based schools utilize a curriculum grounded in local phenomena and students’ lived experiences. Measures of success were identified by analyzing results of stakeholder interviews and triangulated evidence from multiple sources. Framed through Situated Cognition and Critical Pedagogy theories, this study challenged traditional measures of success, such as performance on standardized tests. Twenty-two interviews were conducted with mentor/supervisors, educators, and parents at three urban maritime-themed Place-Based schools in the Northeastern United States. All schools had predominantly low SES minority populations. Analysis of these stakeholders’ interviews yielded themes that defined, assessed, and evaluated stakeholder perceptions of student success. Stakeholders identified measures of success that focused on career and college preparation, characteristics of the Place-Based, sense of community within the school, connections to the community supporting the Place-Based school, and quality of the Place-Based educators. Triangulated data indicated that all sites had graduation rates far exceeding their local urban cohort schools.