Characteristics of Alternative Schools and Programs Serving At-Risk Students

More and more students are being labeled at-risk in our educational system. These students are often behind academically, have dropped out of school, or have been expelled or suspended from conventional high schools. Some states have implemented school choice options that address needs of these students giving them a choice of an alternative high school setting. These programs, commonly referred to as programs, are designed to address specific needs of at-risk students. The second chance option combines pedagogy of alternative programs with philosophical orientation of school choice offering a second chance to those who are failing in traditional system. programs and schools are an integral part of second chance option. Yet little is known about characteristics of these programs and how they relate to school choice. While other types of school choice options have received majority of attention over past few years, second chance programs have been quietly addressing needs of students most disenfranchised from system. An evaluation of these programs and their effectiveness is important to consider as we contemplate large numbers of at-risk youth and how to address their needs. Alternative has meant different things to different people over past several years. As early as 1978 controversy over definition of alternative was acknowledged. Arnove and Strout (1978) noted that the definition of `alternative' has been a matter of controversy since early seventies, and much of literature on movement has been concerned with that issue alone (p. 79). Nearly 20 years later there is still discussion about what alternative means. Raywid (1994) notes variety of definitions surrounding alternative schools. She provides a summary of alternatives that now appear to be available. These fall into three different categories: Type I alternatives are schools of choice and are usually popular. They sometimes resemble magnet schools and in some locales constitute some or all of choice systems. They are likely to reflect programmatic themes or emphases pertaining to content or instructional strategy, or both. Type II alternatives are programs to which students are sentenced--usually as one chance prior to expulsion. Typically, Type II programs focus on behavior modification, and little attention is paid to modifying curriculum or pedagogy. Type III alternatives are for students who are presumed to need remediation or rehabilitation--academic, social/emotional, or both. The assumption is that after successful treatment students can return to mainstream programs. Further, Raywid contends that, alternative schools are usually identifiable as one of these three types, but particular programs can be a (p. 27). Sometimes this mix of definitions results in a school choice option such as second chance programs. In these programs school choice, remediation, and innovation combine to address needs of at-risk students. Rather than these being last programs, these programs provide another chance at success within educational system. Yet, several questions arise about these hybrid programs. What are characteristics of these schools? Do these schools maintain characteristics of alternative schools in their organization and structure? What are characteristics of students they serve? Can alternative schools be more than a holding tank for students but an actual first choice for those students who do not desire conventional high school? Minnesota has been a leader in implementation of school choice options including second chance options. In 1987 Minnesota established High School Graduation Incentives (HSGI) Program that allows students who are at-risk of not completing school, two or more years behind academically, pregnant or a custodial parent, or expelled from school an opportunity to choose to attend any traditional high school in state, any alternative school, or any Area Learning Center. …