Model Continuation High Schools - Social-Cognitive Factors That Contribute to Re-Engaging At-Risk Students Emotionally, Behaviorally, and Cognitively Towards Graduation

Oct 15, 2026

This three-phase, two-method qualitative study explored policies, programs, and practices school-site administrators perceived as most effective for reengaging at-risk students emotionally, behaviorally, and cognitively at 10 California Model Continuation High Schools (MCHS). The Eccles expectancy-value theoretical framework guided analysis of school context supporting expectancy for success and task-value beliefs toward graduation. Findings showed MCHS transformed disengaged students into graduates by reducing barriers from prior negative experiences and creating new expectancy and task-value beliefs through positive learning opportunities.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

Abstract

Purpose of Study

Research Questions

Theoretical Framework

Literature Review

Model Continuation High Schools: Social-Cognitive Factors That Contribute to Re-Engaging At-Risk Students Emotionally, Behaviorally, and Cognitively Towards Graduation Becky Sumbera, Ed.D. Pepperdine University Abstract This three-phase, two-method qualitative study explored and identified policies, programs, and practices that school-site administrators perceived as most effective in reengaging at-risk students emotionally, behaviorally, and cognitively at 10 California Model Continuation High Schools (MCHS). Eccles’expectancy-value theoretical framework was used to gain insight on effective school context that supported at-risk students’developmentally appropriate expectancy for success and task-value beliefs towards graduation. Results indicated that MCHS had significant policies, programs, and practices that transformed disengaged at-risk students into graduates by breaking down the barriers of students' prior negative experiences and formed new expectancy and task-value beliefs through positive learning opportunities. Researchers across the United States have cited the leading cause of dropping out as a decline in student motivation resulting from disengagement in the educational system (Finn, 1989) . California's Model Continuation High Schools (MCHS) are recognized as making a difference for the most disengaged students, and yet little is known about why their specific policies, programs, and practices are successful in re-engaging at-risk students. Considering that continuation high schools are California’s premier dropout intervention program (CDE, 2015), it is imperative to examine what critical re-engaging components in MCHS are significant for other schools to consider. This research examined the phenomenon of re-engagement in an effective school context and its developmental influences on at-risk students’beliefs of expectancy for success and task-value towards graduation. The study was important because there is a current need to close the dropout gap for low economic status and minority students and to increase engagement for all high school students nationwide. The literature revealed a need for greater understanding of successful policies, programs, and practices at continuation high schools and of schoolwide support structures that address not only the cognitive and behavioral challenges of at-risk students but also their psychological, social, and emotional needs. Currently, the literature focuses on the cognitive and behavioral causes of individual academic failure (Marks, 2000; McDermott, Mordell, & Stolzfus, 2001), overlooking the connection between these failures and the power of a developmentally appropriate school context to re-engage at-risk students in the educational process (Eccles & Roeser, 2011; Graham & Weiner, 2012) . Purpose of Study Given the multifaceted interactions of the school context and the complex developmental needs of at-risk students, this three-phase, two-method qualitative study had a dual purpose. The first purpose was to explore and identify policies, programs, and practices perceived as being most effective in re-engaging at-risk students emotionally, behaviorally, and cognitively at 10 MCHSin California. The second purpose was to build upon Eccles' expectancy-value theoretical framework (EEVT; Eccles et al., 1983) by gaining insight on effective school context that supported at-risk students’developmentally appropriate expectancy for success and task-value beliefs towards graduation. Research Questions The following central question guided the study at 10 purposely selected California MCHS: 1) How are 10 MCHS re-engaging at-risk students behaviorally, emotionally, and cognitively? 2) What principles of Eccles’expectancy-value model are evident, if at all, in the identified policies, programs, and practices ofthe 10 MCHS? Theoretical Framework The data were collected, organized, and interpreted through the EEVT framework, which proposes that both so

FAQs

What study context and method were used to examine re-engagement in MCHS?

A three-phase, two-method qualitative study examined policies, programs, and practices perceived by school-site administrators at 10 California Model Continuation High Schools.

Which theoretical framework guided the analysis of effective school context?

The study used Eccles' expectancy-value theoretical framework to understand how school context supports students’ expectancy for success and task-value beliefs toward graduation.

How did the results describe the way MCHS reengaged at-risk students?

Results indicated that MCHS broke down barriers created by students’ prior negative experiences and offered positive learning opportunities that formed new expectancy and task-value beliefs, leading to graduation.

Oct 15, 2026

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