Grobe, WilliamArteaga, Sandra L.2015-06-012016-05-112015-052015-04-30May 2015http://hdl.handle.net/10342/4860The purpose of this study is to identify what factors influence the implementation of discipline as it relates to a low performing alternative school in Southeastern North Carolina. The following topics and subtopics will be addressed in this research: at-risk, alternative learning programs/schools, high school completion, seat time, virtual learning, approaches to course credits, attendance/absences, suspension, dropouts, summary and findings, credit by mastery, results and recommendations and conclusion. The researcher addressed the following research question: What factors influence the implementation of discipline at the alternative school in Southeast North Carolina? A program evaluation with descriptive statistics was used as the methodology. Both quantitative and qualitative data collection techniques were used to gain insight into academic alternative school that serves non-traditional students. The intent of the research was to identify the factors that influence the implementation of discipline. Qualitative research encompassed surveys and an open-ended structural questionnaire were utilized to conduct this study. Quantitative research included descriptive statistics and compilation of the data collected from the survey results. Students, parents, faculty, staff, and administrators participated in the study. Key factors that were identified in order to improve the implementation of discipline subsequently positively impacting academic achievement in the school in Southeastern North Carolina were: establishing a clear mission, creating a positive culture and climate, instituting a coherent discipline model, increasing parent and community involvement, recruiting and retaining highly qualified teachers, and providing targeted professional development.application/pdfenDisciplineAlternative schoolsSchool discipline--North CarolinaAlternative schools--North CarolinaDoctoral Dissertation2015-05-29