Alternative Education Models and Strategies

K-12 EDUCATION ALTERNATIVE EDUCATION MODELS AND STRATEGIES

Hanover Research provides an overview of research on alternative schools and programs. INTRODUCTION

INTRODUCTION

While traditional K-12 education meets the needs of most students, 64% of school districts across the nation offer at least one alternative school or program designed to “address the needs of students that typically cannot be met in regular schools.” Alternative education encompasses any non-traditional educational activity, and most commonly serves middle or high school students. Alternative education delivery can occur within traditional schools or at separate sites. The three most common alternative education models are:

• Alternative schools, typically housed in a separate facility, requiring students to leave their regular school.

• Alternative programs, typically housed within regular schools. • Targeted, school-based support strategies, i.e. academic, behavioral, and health services provided in the school setting. Alternative education can serve many types of students to meet a range of goals, such as helping students earn academic credits, providing career preparation and credentials, or assisting students in transitioning out of a detention or treatment program and back into traditional schools. The services provided by an alternative school or program depend on the program’s purpose and the specific population served, but may include: regular academic instruction, counseling, behavioral services, social skills and support services, and career education. This research brief describes the types of alternative education services that school districts may provide, and summarizes the research evidence supporting each type of alternative education model.

ACKNOWLEDGEMENTS

Contributions to this publication were made by the following Hanoverians: Chief Content Officer: Anil Prahlad Project Leads: Leila Nuland, Meagan Gregory Contributors: Laura Baker, Kristen Campbell, Rachel Dotter, Michael Leshner Editorial Team: Amanda Lockhart, Erin Morris, Jamal Russell-Black, Jordan Wells Designed by: Johanna Mora, Louisa Smith

TABLE OF CONTENTS

03 INTRODUCTION

04 I. ALTERNATIVE SCHOOLS (SEPARATE SITE)

04 CHARTER SCHOOLS

05 MAGNET SCHOOLS

06 CAREER AND TECHNICAL EDUCATION PROGRAMS

06 DROPOUT PREVENTION AND CREDIT RECOVERY SCHOOLS

07 II. ALTERNATIVE PROGRAMS (SAME SITE)

07 SCHOOL-WITHIN-A-SCHOOL PROGRAMS

08 RESOURCE PROGRAMS

III. DIAGNOSTIC: CHECKLIST FOR 09 EVALUATING ALTERNATIVE EDUCATION MODELS

I. ALTERNATIVE SCHOOLS (SEPARATE SITE)

Alternative schools encompass a variety of alternative education options including charter schools, magnet schools, and career and technical education programs.

TYPES OF ALTERNATIVE SCHOOLS

MODEL DESCRIPTION STUDENTS SERVED RESEARCH SUPPORT

Charter Charter schools are privately • A variety of Mixed Findings. Research Schools managed, taxpayer-funded students across suggests that locally-and schools that have increased grade levels state-managed charter flexibility and autonomy. schools with strong instructional supports can be effective.

Magnet A magnet school or program • A variety of Mixed Findings. Research Schools typically has an academic or students across suggests that magnet social focus on a theme (e.g., grade levels schools may improve STEM, performing arts) and behavioral and academic intends to attract students of • Minority and/or outcomes. different racial, ethnic, and/or low-SES socioeconomic backgrounds. students

Career and CTE programs blend rigorous • Typically high Positive Findings. Research Technical academics with career school, and suggests that participation Education (CTE) preparation to prepare occasionally in a CTE program improves Programs students for college and/or middle school graduation rates for at-risk careers. students students.

Dropout Dropout prevention and • High school Positive Findings. Research Prevention and credit recovery schools (often students at- suggests that alternative Credit Recovery referred to as “alternative risk of not high schools can improve Schools schools”) provide students graduating graduation rates for at- at-risk of not graduating with risk students but that an alternative pathway. • Students with program effectiveness academic, ranges by program type and behavioral, and/ implementation. or emotional needs

CHARTER SCHOOLS SPOTLIGHT: LOWELL MIDDLESEX ACADEMY Although part of the publics school system, CHARTER SCHOOL charter schools typically have their own appointed school board. An individual or organization hoping to open a charter school must apply to an “authorizer,” which may be a Lower Middlesex Academy Charter School local school district, state education agency, (LMACS) in Lowell, MA primarily serves students at a charter board, or a non-profit organization. risk of dropping out or who have left school prior To enroll in a charter school, students typically to graduation. LMACS offers a general curriculum, apply for admission, and schools may hold a career preparation opportunities, English learner lottery when the number of applicants exceeds courses, special education instruction, and access the number of available seats. Evidence is to dual enrollment courses at the local community mixed as to the effect of charter schools on college. Students are grouped by “phases”—rather student achievement in comparison to that of than grade level—based on how many credits they traditional schools. The National Education have earned toward high school graduation. The Association notes that studies “show very small core academic curriculum is supplemented by daily differences [between the two models], some advising; courses in life skills, ethics, and health; favoring traditional district schools and some and a requirement that students complete a 50- favoring charter schools.” The University of hour internship. The Boston Globe and the Rennie Wisconsin Population Health Institute similarly Center for Education Research & Policy have notes that there is mixed evidence regarding the recognized LMACS for its “track record of success” effectiveness of charter schools—“when effects and “powerful learning partnerships” that promote are averaged… charter schools demonstrate college and career readiness. similar outcomes to traditional schools overall.” However, charter school management may be associated with student outcomes, with some studies showing that charter schools authorized by districts, states, and regional education agencies outperform those authorized by non-profits. MAGNET SCHOOLS A magnet school or program is “designed to attract students of different racial/ethnic backgrounds for the purpose of reducing, preventing, or eliminating racial isolation; and/or to provide an academic or social focus on a particular theme (e.g., science/math, performing arts, gifted/talented, or foreign language).” A single district or group of districts may operate a magnet school. Similar to the charter school system, students may apply to attend magnet schools, which are part of the public education system. Research suggests that magnet schools may improve behavioral outcomes; however, findings are mixed as to their effects on student achievement. Some studies have found an association between magnet school attendance and positive effects on student achievement, student body diversity, graduation rates, and students’ attitudes and behavior. However, other studies find that, while magnet schools may improve behavioral outcomes, they have no effect on achievement.

SPOTLIGHT: LINCOLN MAGNET SCHOOL

Lincoln Magnet School (LMS) in Springfield, IL is a technology magnet school that uses technology to enrich and empower students in Grades 6 to 8. All district students are eligible to apply to LMS through a lottery system. The school offers learning based on the International Society for Technology in Education’s learning standards; career education and “real-world” learning opportunities; accelerated math courses; and extracurricular opportunities such as an after-school enrichment program emphasizing “logic, mathematical thinking, and experimental scientific thinking.” The school was recognized as a “High Performing National Blue Ribbon School in 2011 and as a “Apple Distinguished School” from 2009 to 2014.

CAREER AND TECHNICAL EDUCATION PROGRAMS

Career and technical education (CTE) programs combine academics and career readiness to SPOTLIGHT: prepare students to be college and career ready. MONTACHUSETT REGIONAL Students can receive CTE instruction either within VOCATIONAL TECHNICAL SCHOOL a comprehensive high school or at a designated Montachusett Regional CTE center or technical school. Vocational Technical School, located in Fitchburg, MA, Research indicates that participation in CTE offers 21 rigorous programs increases graduation rates. A recent review of that combine academic and CTE studies found “strong evidence” that CTE vocational education to prepare students participation improves graduation rates, and some for both college and careers. Programs evidence that CTE participation improves post- focus on career pathways in fields secondary, employment, and earnings outcomes. such as information technology, health On average, CTE participation increases graduation occupations, masonry, and engineering. rates for at-risk students by 16 percent, with the The Cooperative Education program effects stronger for male students and students allows Grade 11 students to combine from low-income families. their classroom work with applied work experience through part-time internships DROPOUT PREVENTION with local businesses. Further, graduation AND CREDIT requirements ensure that students will be eligible for enrollment in higher education RECOVERY SCHOOLS institutions, and the school’s students have Schools that focus on dropout prevention—often higher four-year graduation rates than the referred collectively to as “alternative schools” and state average. considered separately from charter, magnet, and CTE

SPOTLIGHT: READY PROGRAM

The Regional Alternative for Development Youth (READY) Program provides alternative schooling for students found guilty of misconduct. The program serves Grades 6 to 12 students in districts within two counties in Illinois who have been suspended or expelled, have a criminal history, or who were involved in misconduct. Students are relocated from their home schools to the READY program for a minimum of 18 weeks. Components of the program include service- based projects, social skills training, job training, internship opportunities, and mental health support services. Further, the student-teacher ratio is 10:1, much lower than the state average of 19:1. schools and centers—vary widely in purpose, student subgroups served, curriculum, and setting. While some alternative schools may aim to prepare students to return to their regular schools, many provide a permanent alternative route to graduation. Alternative school models that support students who are at-risk of dropping out include residential school, summer school, second-chance school, and early college high schools. Research indicates that alternative high schools for at-risk students can increase graduation rates. On average, alternative schools result in a 15.5 percent increase in graduation rates for at-risk students. However, the design and implementation of alternative high schools for at-risk students can vary widely, which impacts their effectiveness. Poor attendance rates and inadequate staffing and high turnover, for example, may negatively affect student outcomes. II. ALTERNATIVE PROGRAMS (SAME SITE)

Alternative programs are alternative education offerings housed within regular schools. Types of alternative program models include school-within-a-school and resource rooms or resource teachers.

TYPES OF ALTERNATIVE PROGRAMS

MODEL DESCRIPTION STUDENTS SERVED RESEARCH SUPPORT

A school-within-a- • High school students Limited positive findings. school program is a at-risk of not graduating Some research suggests “mini-school” within a that career academies, a traditional school that • Students with emotional or common type of School- serves a particular behavioral issues school-within-a-school group of students who program, may improve Within-A- • Students who struggle School Programs take classes together. graduation rates and post- with anxiety or substance secondary outcomes. abuse issues

Students may receive • Students across grade Limited positive findings. alternative education levels with a variety of Research suggests that services through academic, behavioral, and small-group and individual pull-out instruction social needs interventions provided Resource provided in a in separate classes can Programs resource room. effectively support higher-risk students’ behavioral outcomes. © 2018 Hanover Research 7 K12WP0318 II. ALTERNATIVE PROGRAMS ( SAME SITE)

SCHOOL-WITHIN-A-SCHOOL PROGRAMS School-within-a-school programs may serve a variety of students, including those with emotional and behavioral issues and/or who are at risk of not graduating. A school-within- a-school program is unit or learning community within a traditional school that focuses on a particular learning area or style. Students participating in a school-within-a-school may take classes only in the program or in addition to mainstream classes. Districts may deliver CTE through a school-within-a-school model rather than a separate site model, which may provide increased access and convenience.

Career academies are a common type of school-within-a-school program originally intended to support high school students who are at risk of dropping out. Some research suggests that career academies may improve graduation rates and post-secondary outcomes. A study that meets The What Works Clearinghouse’s rigorous quality standards suggests that career academies may have a positive effect on completing high school. Other evidence suggests that career academies can raise future earnings and may increase the likelihood of completing complete college-required coursework.

RESOURCE PROGRAMS Students may also participate in an alternative education program based in a resource room. This program model parallels the special education “pull-out” model where students receive support in an individual or small group setting for part of the day in a separate room. Programs based in resource rooms may address a variety of students’ cognitive, behavioral, and social needs, as well as provide counseling supports. A meta-analysis of research on school-based interventions to address aggressive and disruptive behavior—many of which involve “pulled-out” small-group or individual supports—indicates that this model can be effective in improving behavioral outcomes, especially when interventions are well-implemented and target higher-risk students.

SPOTLIGHT: MONOMOY REGIONAL HIGH SCHOOL’S ALTERNATIVE LEARNING PROGRAM

The Alternative Learning Program in Monomoy Regional High School in Harwich, MA is designed for any student who would to like to learn in a smaller setting. The program is open to any student who wishes to apply; however, the program targets students who have experienced personal challenges at home or social and emotional challenges. In the morning, students have core academic instruction in a small, contained classroom. In the afternoon, students participate in career, job, service, and community learning. The Rennie Center for Education Research & Policy recognized Monomoy’s program in a recent review of alternative education as an example of quality alternative learning in a small district with “limited financial resources.”

III. DIAGNOSTIC: CHECKLIST FOR EVALUATING ALTERNATIVE EDUCATION MODELS Districts can use the Checklist to evaluate the current status of their alternative education models, or as a guide for developing alternative education models. (Circle the answer)

Vision YES NO Does the alternative school or program have a clear vision statement, purpose, and objective? Results Orientation YES NO Does the alternative school or program use data to monitor student progress and develop goals? Strategic Financing YES NO Does the alternative school or program have adequate funding sources? Adaptability Is the alternative school or program able to adapt to changes in its community, YES NO financial situation, and education policies? Internal Systems Does the alternative school or program have established internal processes YES NO in the areas of finance, human resources, information technology, and communication? Sustainability plan YES NO Does the alternative school or program have stated goals and a plan to meet those goals? Diversity YES NO Do student selection efforts promote equal access for all students? YES NO Do district and school policies and activities promote the integration of a wide variety of students? Innovative Curriculum and professional development YES NO Are all activities aligned to the alternative school or program’s purpose? YES NO Is time dedicated to job-embedded training and collaborative planning? Academic Excellence Does instruction involve collaboration among students, formative assessment, and YES NO multiple intervention levels? YES NO Is there evidence of improved student academic performance? High Quality Instructional Systems YES NO Does the alternative school or program’s leadership recognize exceptional teachers? YES NO Are teachers provided adequate professional development and support?

YES NO Does the district or school support the alternative school or program in terms of resources and decision-making? Family and Community Partnerships Does the alternative school or program engage in partnerships with community organizations and YES NO businesses? YES NO Does the alternative school or program actively involve families in its operations? YES NO Does the alternative school or program regularly communicate with families? © 2018 Hanover Research 9 K12WP0318 Source: Magnet Schools of America and Magnet Schools Assistance Program SOURCES

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