Date of Award
Spring 2026
Degree Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Educational Leadership
College
College of Education
First Advisor
Leodis Scott
Abstract
This study examined how success is defined and measured within Chicago’s Alternative Learning Institutions (ALIs), focusing on academic and postsecondary outcomes across 40 Option Schools. Grounded in the broader landscape of alternative education, the research highlights how these schools function as second‑chance pathways for youth who have disengaged from traditional settings. Using a quantitative, correlational design, the study analyzed quantitative performance indicators—including attendance, credit attainment, graduation rates, and postsecondary enrollment. Findings reveal significant variation in how ALIs conceptualize and operationalize student success, shaped by governance structures, accountability pressures, and the unique needs of over‑age and under‑credited learners. While many schools demonstrate strong re‑engagement outcomes, persistent challenges remain in sustaining academic momentum and ensuring equitable postsecondary transitions. The study highlights the need for more nuanced accountability frameworks that recognize the complexity of alternative education environments and the diverse trajectories of second‑chance youth and young adults.
Copyright
Copyright © 2026 Lacherie Reed
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Reed, Lacherie, "Capability Expansion or Constraint: Examining Equity and Academic Outcomes in Chicago’s Option Schools" (2026). Theses and Dissertations from DePaul University. 72.
https://via.library.depaul.edu/theses-dissertations/72