k-12 education alternative education models and …

ALTERNATIVE EDUCATION MODELS AND STRATEGIES

K-12 EDUCATION

Hanover Research provides an overview of research

on alternative schools and programs.

2© 2018 Hanover ResearchK12WP0318

I N T R O D U C T I O N

I N T R O D U C T I O N

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.

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

A C K N O W L E D G E M E N T S


TA B L E O F C O N T E N T S

T A B L E O F C O N T E N T S

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

09 III. DIAGNOSTIC: CHECKLIST FOR EVALUATING ALTERNATIVE EDUCATION MODELS


I . A LT E R N AT I V E S C H O O L S ( S E PA R A T E S I T E )

TYPES OF ALTERNATIVE SCHOOLSMODEL DESCRIPTION STUDENTS SERVED RESEARCH SUPPORT

Charter Schools

Charter schools are privately managed, taxpayer-funded schools that have increased flexibility and autonomy.

• A variety of students across grade levels

Mixed Findings. Research suggests that locally-and state-managed charter schools with strong instructional supports can be effective.

Magnet Schools

A magnet school or program typically has an academic or social focus on a theme (e.g., STEM, performing arts) and intends to attract students of different racial, ethnic, and/or socioeconomic backgrounds.

• A variety of students across grade levels

• Minority and/or low-SES students

Mixed Findings. Research suggests that magnet schools may improve behavioral and academic outcomes.

Career and Technical

Education (CTE) Programs

CTE programs blend rigorous academics with career preparation to prepare students for college and/or careers.

• Typically high school, and occasionally middle school students

Positive Findings. Research suggests that participation in a CTE program improves graduation rates for at-risk students.

Dropout Prevention and Credit Recovery

Schools

Dropout prevention and credit recovery schools (often referred to as “alternative schools”) provide students at-risk of not graduating with an alternative pathway.

• High school students at-risk of not graduating

• Students with academic, behavioral, and/or emotional needs

Positive Findings. Research suggests that alternative high schools can improve graduation rates for at-risk students but that program effectiveness ranges by program type and implementation.

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.



SPOTLIGHT: LOWELL MIDDLESEX ACADEMY CHARTER SCHOOL

Lower Middlesex Academy Charter School (LMACS) in Lowell, MA primarily serves students at

risk of dropping out or who have left school prior

to graduation. LMACS offers a general curriculum,

career preparation opportunities, English learner

courses, special education instruction, and access

to dual enrollment courses at the local community

college. Students are grouped by “phases”—rather

than grade level—based on how many credits they

have earned toward high school graduation. The

core academic curriculum is supplemented by daily

advising; courses in life skills, ethics, and health;

and a requirement that students complete a 50-

hour internship. The Boston Globe and the Rennie

Center for Education Research & Policy have

recognized LMACS for its “track record of success”

and “powerful learning partnerships” that promote

college and career readiness.

CHARTER SCHOOLSAlthough part of the publics school system,

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

local school district, state education agency,

a charter board, or a non-profit organization.

To enroll in a charter school, students typically

apply for admission, and schools may hold a

lottery when the number of applicants exceeds

the number of available seats. Evidence is

mixed as to the effect of charter schools on

student achievement in comparison to that of

traditional schools. The National Education

Association notes that studies “show very small

differences [between the two models], some

favoring traditional district schools and some

favoring charter schools.” The University of

Wisconsin Population Health Institute similarly

notes that there is mixed evidence regarding the

effectiveness of charter schools—“when effects

are averaged… charter schools demonstrate

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 SCHOOLSA 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, o t h e r s t u d i e s f i n d t h a t , w h i l e m a g n e t s c h o o l s

m a y i m p r o v e b e h a v i o ra l o u t c o m e s , t h e y h a v e n o e f f e c t o n a c h i e v e m e n t .



CAREER AND TECHNICAL EDUCATION PROGRAMSCareer and technical education (CTE) programs

combine academics and career readiness to

prepare students to be college and career ready.

Students can receive CTE instruction either within

a comprehensive high school or at a designated

CTE center or technical school.

Research indicates that participation in CTE increases graduation rates. A recent review of

CTE studies found “strong evidence” that CTE

participation improves graduation rates, and some

evidence that CTE participation improves post-

secondary, employment, and earnings outcomes.

On average, CTE participation increases graduation

rates for at-risk students by 16 percent, with the

effects stronger for male students and students

from low-income families.

DROPOUT PREVENTION AND CREDIT RECOVERY SCHOOLS

Schools that focus on dropout prevention—often

referred collectively to as “alternative schools” and

considered separately from charter, magnet, and CTE

SPOTLIGHT: MONTACHUSETT REGIONAL VOCATIONAL TECHNICAL SCHOOL

Montachusett Regional Vocational Technical School, located in Fitchburg, MA,

offers 21 rigorous programs

that combine academic and

vocational education to prepare students

for both college and careers. Programs

focus on career pathways in fields

such as information technology, health

occupations, masonry, and engineering.

The Cooperative Education program

allows Grade 11 students to combine

their classroom work with applied work

experience through part-time internships

with local businesses. Further, graduation

requirements ensure that students will be

eligible for enrollment in higher education

institutions, and the school’s students have

higher four-year graduation rates than the

state average.

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.


I I . A LT E R N AT I V E P R O G R A M S ( S A M E S I T E )

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.

TYPES OF ALTERNATIVE PROGRAMSMODEL DESCRIPTION STUDENTS SERVED RESEARCH SUPPORT

School- Within-A-

School Programs

A school-within-a-school program is a “mini-school” within a traditional school that serves a particular group of students who take classes together.

• High school students at-risk of not graduating

• Students with emotional or behavioral issues

• Students who struggle with anxiety or substance abuse issues

Limited positive findings. Some research suggests that career academies, a common type of school-within-a-school program, may improve graduation rates and post-secondary outcomes.

Resource Programs

Students may receive alternative education services through pull-out instruction provided in a resource room.

• Students across grade levels with a variety of academic, behavioral, and social needs

Limited positive findings. Research suggests that small-group and individual interventions provided in separate classes can effectively support higher-risk students’ behavioral outcomes.

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.


I I . A LT E R N AT I V E P R O G R A M S ( S A M E S I T E )

SCHOOL-WITHIN-A-SCHOOL PROGRAMSSchool-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 PROGRAMSStudents 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

V i s i o n

Y E S N O Does the alternative school or program have a clear vision statement, purpose, and objective?

R e s u lt s O r i e n tat i o n

Y E S N O Does the alternative school or program use data to monitor student progress and develop goals?

S t r at e g i c F i n a n c i n g

Y E S N O Does the alternative school or program have adequate funding sources?

A d a p ta b i l i t y

Y E S N OIs the alternative school or program able to adapt to changes in its community, financial situation, and education policies?

I n t e r n a l Sys t e m s

Y E S N ODoes the alternative school or program have established internal processes in the areas of finance, human resources, information technology, and communication?

S u s ta i n a b i l i t y p l a n

Y E S N O Does the alternative school or program have stated goals and a plan to meet those goals?

D i v e r s i t yY E S N O Do student selection efforts promote equal access for all students?

Y E S N O Do district and school policies and activities promote the integration of a wide variety of students?

I n n o vat i v e C u r r i c u l u m a n d p r o f e s s i o n a l d e v e l o p m e n tY E S N O Are all activities aligned to the alternative school or program’s purpose?

Y E S N O Is time dedicated to job-embedded training and collaborative planning?

A c a d e m i c E xc e l l e n c e

Y E S N ODoes instruction involve collaboration among students, formative assessment, and multiple intervention levels?

Y E S N O Is there evidence of improved student academic performance?

H i g h Q u a l i t y I n s t r u c t i o n a l Sys t e m s

Y E S N O Does the alternative school or program’s leadership recognize exceptional teachers?

Y E S N O Are teachers provided adequate professional development and support?

Y E S N O Does the district or school support the alternative school or program in terms of resources and decision-making?

Fa m i ly a n d C o m m u n i t y Pa r t n e r s h i p s

Y E S N ODoes the alternative school or program engage in partnerships with community organizations and businesses?

Y E S N O Does the alternative school or program actively involve families in its operations?

Y E S N O Does the alternative school or program regularly communicate with families?

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)

III. DIAGNOSTIC: CHECKLIST FOR EVALUATING ALTERNATIVE EDUCATION MODELS

Source: Magnet Schools of America and Magnet Schools Assistance Program


S O U R C E S

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“What Are Magnet Schools?” Magnet Schools of America. http://www.magnet.edu/about/what-are-magnet-schools

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Neild, R., C. Boccanfuso, and V. Byrnes. “The Academic Impacts of Career and Technical Schools: A Case Study of a Large Urban School District.” Center for Social Organization of Schools, 2013. p. 1. http://new.every1graduates.org/wp-content/uploads/2013/02/The-Academic-Impacts-of-Career-and-Technical-Schools.pdf

“A Guide to Understanding Career and Technical Education.” The Association for Career and Technical Education, 2014. p. i. https://www.acteonline.org/uploadedFiles/Resources/Business_and_Industry_Resources/CTE%20Guide.042716.pdf

“Career & Technical Education for High School Graduation.” University of Wisconsin Population Health Institute. http://www.countyhealthrankings.org/policies/career-technical-education-high-school-graduation

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“Standards of Excellence Certification Program.” Magnet Schools of America. pp. 2–3. http://magnet.edu/certification/national-certification

“Planning for Sustainability Toolkit.” Magnet Schools Assistance Program, U.S. Department of Education, 2013. pp. 7-9. http://www.msapcenter.com/doc/Toolkits/MSAP_Planning_for_Sustainability_Toolkit.pdf


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