Student success is influenced by accessibility and educational experience. These two factors shape academic rigor, teacher support, and post-secondary preparation, all essential elements for the growing number of disenfranchised youth attending alternative schools. In a study by Convertino and Graboski-Bauer (2018) on college readiness versus college worthiness, the authors explored the access and preparedness of students attending alternative settings, the viewpoints of the adults who educate them, and the effects of possible institutional inequities. The qualitative phenomenological method used helped the researcher evaluate the effectiveness of Alternative Education (AE) schools and their responsibility to disenfranchised students for post-secondary readiness. Random, purposeful sampling identified persons experienced with alternative high school students and utilized their individual interviews to gather data and explore educator expectations and their effects on disenfranchised youth motivation toward post-secondary readiness. Research results identified specific issues for educators and policymakers to consider in establishing accountability standards and AE student readiness for post-secondary access. These factors included inadequate resources, absence of professional development, reliance on traditional standards, and lack of meaningful learning experiences. The research recommendations included establishing a positive school culture, redefining readiness, and understanding the numerous barriers students deal with daily such as social, emotional, and psychological problems. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]