Date of Award

5-2026

Degree Type

Dissertation

Degree Name

Doctor of Education

Department

Secondary Education and Educational Leadership

First Advisor

Brian Uriegas, EdD

Second Advisor

Barbara Qualls, PhD

Third Advisor

Daniel McCleary, PhD

Fourth Advisor

Summer Koltonski, PhD

Abstract

ABSTRACT

This study examined the relationship between Disciplinary Alternative Education Program (DAEP) placement and graduation outcomes among students in special populations within a large, urban public school district in Texas. Grounded in Social Cognitive Theory, this study analyzed a four-year longitudinal cohort to determine whether DAEP placement was associated with differences in graduation outcomes, including on-time graduation, late graduation, and dropout status. The study examined differences between students with single and multiple DAEP placements. The sample included over 4,000 students including students who experienced DAEP placement. Data were analyzed using descriptive and inferential statistics to compare outcomes between DAEP and non-DAEP students. Results indicated that DAEP placement was associated with lower rates of on-time graduation and higher rates of delayed graduation or dropouts. No statistically significant difference was found between students with single and multiple DAEP placements, suggesting a cumulative impact. Findings highlight the need for targeted interventions, improved reintegration practices, and policy considerations to better support students in alternative education settings.

            Keywords: Disciplinary Alternative Education Program (DAEP), Alternative Education Program (AEP), graduation outcomes, special populations, alternative education, student discipline, longitudinal study, educational leadership

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