Alternative Schools

Abstract

The number of students enrolled in alternative settings for youth at risk of school failure has increased significantly in recent years. Students with disabilities, primarily students with emotional/behavioral disabilities and learning disabilities, are included in the population of students who are being educated in these settings. This article provides a synthesis of information gathered through (a) a comprehensive review of legislation and policy on alternative schools/programs from 48 states and (b) a national survey about alternative schools and students served completed by key contacts at state departments of education. Information is organized and discussed with regard to state-level definitions of alternative schools, enrollment criteria, school characteristics, students served, staffing, curriculum and instruction, and outcomes. In addition, information about the provision of special education in these settings and the extent to which students with disabilities enroll is included.

Health behaviors and mental health of students attending alternative high schools: A review of the research literature

“…The definition of alternative education remains unclear (Lehr, Tan, & Ysseldyke, 2009). However, since the 1960s, alternative schools have evolved into schools of choice or, more frequently, mandatory placement that serve students at-risk for academic failure (Lehr et al, 2009). This review focuses on the latter definition of alternative schools, in which students at risk for academic failure are placed mandatorily.…”

“…This review focuses on the latter definition of alternative schools, in which students at risk for academic failure are placed mandatorily. Alternative schools offer smaller class sizes, flexible scheduling, and personalized, innovative programming (Lehr, Moreau, Lange, & Lanners, 2004;Lehr et al, 2009). School administrators or counselors refer students to alternative schools when students demonstrate one or more of the following criteria for mandatory placement: disruptive behavior, suspension or expulsion, failing coursework, and/or other at-risk criteria such as chronic truancy, dropout, substance abuse, pregnancy or parenting, homelessness, or abuse (Atkins, 2008;Lehr et al, 2009).…”

“…Alternative schools offer smaller class sizes, flexible scheduling, and personalized, innovative programming (Lehr, Moreau, Lange, & Lanners, 2004;Lehr et al, 2009). School administrators or counselors refer students to alternative schools when students demonstrate one or more of the following criteria for mandatory placement: disruptive behavior, suspension or expulsion, failing coursework, and/or other at-risk criteria such as chronic truancy, dropout, substance abuse, pregnancy or parenting, homelessness, or abuse (Atkins, 2008;Lehr et al, 2009). Students attending alternative high schools on a mandatory basis typically receive individualized programs that include behavior management programs and remedial coursework (Lehr et al, 2004(Lehr et al, , 2009.…”

“…Only one known national survey in the United States has assessed the characteristics of alternative high schools and students attending these schools (Lehr et al, 2004(Lehr et al, , 2009. Compared with students in traditional high schools, alternative high school students are older (average age of about 17 years), and disproportionately low-income and minority (Lehr et al, 2004).…”

Students’ Perceptions of Schooling: The Path to Alternate Education

“…Alternate school programs exist within the school system as a means of providing students who have specific needs with adaptations and accommodations (Lehr, Tan, & Ysseldyke, 2009;Mottaz, 2002). In particular, alternate programs generally provide additional support for social, emotional, and academic needs associated with positive development (Farkas et al, 2012), while maintaining students' meaningful participation in the social activities of schooling.…”