EFFECTIVENESS OF ALTERNATIVE SCHOOLS

EFFECTIVENESS OF ALTERNATIVE SCHOOLS Metropolitan Educational Research Consortium
The Study
Previous research suggests that there are several characteristics of successful alternative high schools for students with behavioral problems. These commonalities include strong leadership and staff commitment, clear and fair rule enforcement, appropriate inservice opportunities, parental involvement, ongoing data collection, and mandatory counseling for students. Teacher collaboration increases sensitivity to student problems and facilitates effective solutions. This study was designed to describe the initial few months of implementation of an alternative school for ninth and tenth grade students, to evaluate important factors related to student success, and to provide recommendations to enhance the effectiveness of the school. Semi-structured interviews of administrators, counselors and teachers were conducted, along with document analysis and some observations.
The Findings
The data concerning this particular program/school suggested an inadequate physical plant and facilities that made administration of programs more difficult, as well as limiting student activity and opportunities. Changes in administration of the program/school, the use of part-time faculty, and limited equipment and instructional materials made development of an identity, collaborative planning among faculty difficult, and effective instruction difficult. Part-time counseling was provided. The academy was seen by students as a caring environment that was able to provide individual attention and assistance. Facilitated by small classes, students appear better able to focus and concentrate on work. Recent staff collaboration with a permanent principal has facilitated planning that will enhance the effectiveness of the school. While it was unclear whether the academy was a program or school, it was recommended that a full-time counselor would be very helpful. Other recommendations focused on the scheduling of classes, interaction with students and adults from other schools, parental involvement, the physical plant, the systematic collection of student performance data, and communication of a positive image to external audiences.
Educational Importance and Implications
Alternative schools can be effective in serving specific students who may not do well in more traditional academic settings. This study, by examining in some depth the characteristics of a single alternative school, has provided insights concerning the factors that can enhance the effectiveness of such schools. The results suggest that successful alternative schools need stable and strong leadership and staff from the very beginning, with adequate support for full-time faculty and counselors. The caring environment and individual attention provided by small classes is very important, and flexibility is needed in the way problems are handled. Efforts to create a positive culture and image, both internally and externally, is critical. With adequate, ongoing staff development and parental involvement, and provisions for involving students in co-curricular activities, the creation and maintenance of such a culture is facilitated. While some of the findings from this study are unique to this school, student population, and school division, it appears that many of the conclusions and implications are consistent with the literature and would have implications for other programs.
For More Information
To learn more about teacher assessment and grading practices contact the Metropolitan Educational Research Consortium at www.edu/eduweb/merc or call (804) 828-0478, or fax (804-828-0479. 2/9/00

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