This dissertation examines factors that help reduce recidivism rates for African American males enrolled in middle school disciplinary alternative education programs. The study reviews program structure, best practices, teacher efficacy, parental involvement, and social skills curriculum to determine their impact on recidivism. The researcher aims to identify relationships between these factors and recidivism rates through statistical analysis. Ultimately, the goal is to find solutions that address the root causes of high recidivism and create better academic and social opportunities for students in alternative education programs.

1. ABSTRACT<br />Reducing Recidivism Rates for African American Males Enrolled in Middle School Disciplinary Alternative Education Programs<br />(August 2009)<br />Donald Ray Brown, Jr.: B.S. – Prairie View A&M University<br />M.Ed., Prairie View A&M University – Prairie View<br />Dissertation Chair: William Allan Kritsonis, Ph.D.<br />The purpose of this study was to examine structural procedures and interventions that help reduce or eliminate the percentage of African American males who return to the Disciplinary Alternative Education Program (DAEP) after a successful completion of their initial placement. The researcher will review program structure, best practices, Teachers’ Sense of Teacher Efficacy, parental involvement and social skill curriculum to find out what impacts and influences a successful one time visit to a disciplinary alternative education program for the African American male. <br />Today’s public education system is focused on improving academic achievement for all students enrolled in kindergarten through twelfth grade. This ambitious and sometimes ambiguous goal becomes quite difficult to accomplish, when factors such as social-economic status, culture and ethnicity are a part of the equation. Students who fit within the parameters of this difficult equation face multiple challenges adjusting to the Americas Public Education System (APES), which, throughout history has been inherently biased to favor the learning experience of Caucasian Americans (Bommarito, 2002). Consequently, African American males are suffering in multiple parts of America’s Public Education System (APES), including the DAEP settings. <br />The research was guided by the following questions to identify factors that contribute to low recidivism rates for African American male middle school students enrolled in DAEP’s:<br />RQ1 Is there a relationship between Teachers’ Sense of Efficacy score, best practices, and African American male student recidivism rates in disciplinary alternative education settings?<br />RQ2 How does each program structure model affect African American male student recidivism rates in an alternative setting?<br />RQ3 What aspect of parental involvement influences African American male student recidivism rates?<br />RQ4 What influence does the Social Skills Curriculum have on African American male student recidivism rates?<br />Descriptive statistics were used to compile demographic information about district chosen for this study. Pearson correlation coefficients were used to calculate and establish whether or not a meaningful relationship existed between the degree to which the variables and African American male recidivism rates correlate. Sirkin (2006) describes Pearson’s r as a “coefficient that is used when both variables are an interval or a ratio level of measurement” (p. 446). A relationship could exist between DAEP program structure, best practices, Teachers’ Sense of Teacher Efficacy, parental involvement, social skills curriculum, and sixth through eighth grade African American male recidivism rates.<br />A reasonable assumption would be that the current interventions and structure educational and penile systems use for rehabilitation are ineffective – based on high recidivism to DAEP and the American penile institutions (Blake & Darling 1994; Perkins 1996; Tobin & Sprague 2000; Kaiser 2006). These preliminary findings indicate the need to find solutions to address issues proactively, at the earliest opportunity for intervention. This process will be vital in creating better opportunities for social and academic success for all students enrolled in DAEP’s. The research will focused on identifying DAEP structures, best practices, social skills curriculum and Teachers’ Sense of Teacher Efficacy that correlate with lower recidivism of African American male middle schoolers enrolled in Alternative Education Programs. <br />Several researchers have acknowledged that the cultural difference of minorities- including the African American student population impacts the educational experiences and disciplinary referrals (Hopkins, 1997 Freedman & Brookhart, 1999; Lewis & Moore, 2008). Among the main goals of this research is to further support the need to recognize this impact and change DAEP deficits that are severely influencing the recidivism for African American male students in grades 6-8th.<br />