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The purpose of this study was to describe the implementation of Lexington's Educational Alternative Program (LEAP), a small scale alternative program for at-risk youths. This study focused on the academic performances of the LEAP-enrolled students, their behaviors in a variety of contexts, their comfortableness with LEAP enrollment, and the strengths and weaknesses of the program.
The method of research was naturalistic inquiry, a qualitative approach taken when the variables under study are multiple, interrelated, and cannot be separated from their context. Data was gathered by three means: interviews with 27 LEAP students, 29 sets of parents or guardians, and 24 professional educators; observations made by the researcher; and an examination of relevant documents. The method of analysis was constant comparison.
The following working hypotheses were drawn regarding LEAP and its students: (1) LEAP compromised itself in ways including a lack of adherence to the original proposal, its serving a larger student population, flawed course work, and ineffective identification of at-risk youths. (2) LEAP was a fairly effective program, given certain aspects of its course work, its small student-to-teacher ratio, the comfortableness students felt with LEAP enrollment, and other components present in LEAP which are characteristics identified in relevant literature. (3) Most weaknesses in the program could be reduced without excessive expense. (4) LEAP would be a more effective program for highly at-risk youths if it were housed separately from the regular high school. (5) The behaviors and academic performances demonstrated by the LEAP students could be expected of at-risk students in this setting and context.
Based on the previous hypotheses it was recommended that most of LEAP's components be maintained; additional funding should be provided; and LEAP should be expanded, both as a summer program and as a full day program targeting at-risk youths in surrounding communities as well as Lexington, Nebraska.
