Date of Award
8-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Carlos Sandoval
Committee Member
Dr. Brandi Hinnant-Crawford
Committee Member
Dr. Edwin Bonney
Committee Member
Dr. Allen Fain
Abstract
This study starts by exploring the impact and implementation process of the Express Lane program. This program is a modified schedule initiative developed at Excellent High School in South Carolina to tackle declining graduation rates. The research investigates whether structured, real-time communication protocols and self-pacing learning can help students improve credit completion in order to help students who have the opportunity of graduating high school on time. This investigation is in response to a persistent drop of graduation rates from 90% in 2020 to an alarming 84.3% in 2023-2024. The Express Lane program creates a student-centered learning environment that combines learning tools like Edgenuity with individualized graduation maps, pacing guides and weekly check-ins. A real-time reporting protocol is at the center of this study. This protocol is designed to improve accountability through progress updates and increased parent-teacher communication.
I asked three research questions: To what extent does teachers’ communication of progress increase the rate at which students complete credits? In what ways does a teacher communication protocol for communicating progress to parents increase students’ sense of accountability for completing credits? How does the implementation of a modified schedule program, such as the Express Lane initiative, affect the graduation rates and academic performance of at-risk students in rural South Carolina high schools?
Using improvement science framework through mixed-methods, this study employs Plan-Do-Study-Act (PDSA) cycles to test the effectiveness of these interventions. The findings suggest that consistent communication, combined with modified schedules and relational support improves student engagement, credit recovery and graduation outcomes. Preliminary data from the Jan-May 2025 period show a projected 90% graduation rate rebound, with gains for students that were once off-track to graduate.
This work highlights the importance of data-driven decisions, teacher collaboration and the creation and implementation of programs that can support students learning. It also contributes to discussions about equity in rural education, student accountability and school-based interventions to increase graduation rates. The study offers practical recommendations for leaders and policymakers, including strategies for building communication systems that can help students achieve their goals.
Recommended Citation
Velasquez Escalona, Alexander J., "Implementing a Modified Schedule Program in South Carolina Schools: An Alternative Method to Graduate Students" (2025). All Dissertations. 3999.
https://open.clemson.edu/all_dissertations/3999