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Paper Abstract: Compares the effectiveness of alternative schools and different alternative programs. Goal of programs to enhance education. How alternate programs differ from traditional education. Aim of helping the troubled or at-risk student. Discusses successes & failures of various alternative schools programs. Cites examples of failures and successes. How the student populartion has changed. Problem of delinquent youths; behavioral problems. Contends successful schools have a supportive structure & leadership. Paper Introduction: ALTERNATIVE SCHOOLS CAN MAKE A DIFFERENCE Abstract The purpose of this study will be to compare the effects of alternative schools and alternative programs. Both success and failure have been reported for each type of program, and success factors have been listed for each. Literature comparing the two programs is lacking. The three hypotheses for this study are that subjects attending alternative schools will show greater improvement in their school attitudes (1), academic performance (2), and school attendance (3), than subjects attending alternative programs. A review of the literature related to the study topic includes the following: an introduction to alternative schools and alternative programs; alternative schools; alternative programs; and additional factors involved in Text of the Paper: The entire text of the paper is shown below. However, the text is somewhat scrambled. We want to give you as much information as we possibly can about our papers and essays, but we cannot give them away for free. In the text below you will find that while disordered, many of the phrases are essentially intact. From this text you will be able to get a solid sense of the writing style, the concepts addressed, and the sources used in the research paper. The Education Digest, 65(8), 32-39. Again, the motto that children give what is expected of them, has been putinto practice and found to be successful (Sternberg). Meyers (1999) report that the adding of service learning to thecurriculum, has resulted in the student becoming more a part of thecommunity and feeling like they can help to make a difference in theirenvironment. Research Quarterly for Exercise and Sport, 69(3),242-253. Factors that have been related to the failure of these schoolsinclude school officials' improper use of the school, as in cases were theschool is used as a form of punishment or times when the school failed toprovide appropriate programming for the student population. Peace-building responses to school violence.National Association of Secondary School Principals. These effectsheld constant across groups of boys and girls in low and high-riskneighborhoods (Harris, pp. Rutherford and Quinn (1999) also conclude that although alternativeschools lack a single appropriate model, they need to be flexible and meetindividual emotional, behavioral, cognitive, social, and vocational needs.Six components of an effective setting include functional assessment,functional curriculum, effective instruction, transition programs,comprehensive systems, and appropriate staff and resources. Found online at:http://www.askeric.org Rutherford, R. Caring through control: Reaching urbanAfrican American youth. (1997). Hypothesis 3: Students attending alternative schools will showgreater improvement in their school attendance than will studentsparticipating in alternative programs.Review of Related Literature This review of the literature concerning the topic of positiveeffects of alternative schools, will address the following areas relevantto the study: introduction to alternative schools and alternativeprograms; alternative schools; alternative programs; and additional factorsinvolved in successful schools and programs. She proclaimed that hergrandson was not being cared for and she feared for his life as much as hiseducation (pp. Successfulalternative school and program strategies can be applied regardless oftheir changing roles in today's societal structure.Summary & Conclusion The literature regarding alternative schools and programs presentsresults of evaluations of both. In a later study involving the years 1994-1996, studentsin the program demonstrated less aggression than controls. Service learning in alternative educationsettings. Further the program is voluntary and every student whodrops out of school does not attend. Findings show that students proclaim the program to be a success,since they would not be in school without AAA. Foundonline at: http://www.askeric.org Reimer, J. Harte (1995) reports on an alternative program in Canada that focuseson students being absent or truant. Results of thisprogram are reported; 79% of teachers involved in the program report thatthere is less violence in their classrooms and 6 % attributed this changeto the program. Thisreport was titled, "A Nation at Risk" and response to its negativeimplications have included many methods of reforming and restructuringschools. (1999). The Clearing House, 73(2), 79-81. A school with supportive structure and organization includes thosethat allow for changes and transformation. Therefore the comparison of alternative schools toalternative programs is needed to determine which is the more effectiveoverall approach. 9 -91). 422-44 ). An example of a peace-building program is the Resolving ConflictCreatively Program in New York; this program is currently being implementedin schools around the world (1 % in our nation). 79). Charting a course: Promise and prospects foralternative schools. Hypothesis 2: Students attending alternative schools will showgreater improvement in their academic performance than will studentsparticipating in alternative programs. Failure factors are listed asimproper use of the school, such as the inclusion of punishment.Methodological problems are also pointed out, making interpretation ofeffects, more difficult. The Clearing House, 73(2), 114-117. Guerin andDenti further list the attributes of a successful alternative school toinclude specific programs and teacher competencies. Teacher competenciesmust include knowledge and skills regarding instruction and strategies, newlevels of responsibility and new behaviors, understanding of learningstyles and languages, and sensitivities toward cultural differences andfamily influences (Guerin & Denti, p. An example is the Eckerd YouthDevelopment Center in Florida, which is a secure facility. Found online at:http://www.askeric.org Kallio, B. Small classes,individualized instruction, and attention to returning to the main schoolwere concluded as success factors (Kallio & Sanders, 1999). There is a two-way relationship between teachers andprinciples. 1. (1996). 324). Effective leadership is considered an important factor in asupportive environment. Theauthors evaluated school effectiveness for one year with no parentalinvolvement and compared results to a second year that included family-based interventions. Alternatively, Cox (1999) reports the failed effectiveness ofalternative education schools for delinquent youths. Statisticaldifferences were found for self-esteem, grade point averages, and schoolattendance, however, these changes did not remain when the studentsreturned to the main school (Cox, 1999). . 1 -11). In this type of environment, the schoolbehaves more like a community than a bureaucratic organization.Collaboration and shared goals and decision-making ensure an enhancedclimate (Dyson & O'Sullivan, p. A balanced curriculum is viewed asessential, and must include academic subjects, arts, one foreign language,and participation in a sport and a campus service program. Thus it was concluded that the family intervention wasnot cost effective, but it did demonstrate its importance as a factor inthe improvement of performance for the disruptive adolescent. Resources must be managed appropriately, andteachers must be supported by key administrators. School programs that have improved attendance problems have beenshown to be student-centered with a caring, organized, and progressivestaff, and a functional community. Alternative Schools Although one of the original intents of alternative schools may havebeen to enhance education, current use of these facilities leans moretoward becoming a resource for students exhibiting learning difficultiesand behavioral problems. Alexandria,73(4), 23-27. These include students suffering from post-traumatic stresssymptoms resulting from the witness or victimization of violence, parentalneglect, sexual abuse, suicides, and street crimes. Transition academy: An Alternative School-to-Work high school curriculum. Mastery is a prerequisite for program entrance (Reimer,1997). Alternative programs differ in curriculum, however their intentremains consistent. Found online at: http://proquest.umi.com Harte, A. The alternative schooltends to catch the student after falling from the traditional school, andthe alternative program attempts to alleviate this problem before itreaches the point of student expulsion or serious juvenile crime.Alternative schools and programs tend to service students with poorliteracy, academic, social, emotional, and behavioral skills. Journal of Emotional and Behavioral Problems, 3(4), 8-11. Found online at:http://www.askeric.org Anonymous. They have a mentor that they meet with each day. The alternative school usually reflects the communitycomposition, however the state detention centers tend to reflect minorityand disability status. Peer mediation programs are implementedto resolve conflict through a mediator. 8-9). They have become community schools for suspendedstudents. Small,alternative NYC schools do better. Findings showed that although the group with familyinvolvement showed greater improvements in attendance, grade-point average,reduced dropout rates, and locus of control, overall effects for self-esteem, depression, locus of control, grades, and attendance were very lowfor both groups. Placement in this program includes interviews of the studentand the parents, and assessments regarding career interests, aptitude, andachievement. Programs are designed to help troubled students learnto cope more effectively, perform more adequately, and eliminate problembehaviors. The School-to-Work Transition Academy is another example of analternative curriculum program. Service learning is also a part ofthe program. J. They also become more job ready and develop pre-employment skills which are valued and therefore increase motivation levels(Meyers, p. Alternative schoolcollaboration model. Therefore both schools spent around $49,5 pergraduate over a four year period. The numbers of students attending these nontraditional schoolshas increased. B., & Quinn, M. These programs appear to be different from others which may precedewith a more open progressive method. (1998). Found online at:http://proquest.umi.com National Center For Policy Analysis (NCPA). A middle-school, located in a midwesterncity, was used and the sample included youth with academic and behaviorproblems that were at risk of becoming further involved in criminalactivity. This newtype of leadership incorporates and enables change, shifting the focus ofcontrol from the principle, to the teachers (Dyson & O'Sullivan, p. Results ofthis program include 53% of the students attending school and 9% receivinga degree, one year after program participation (Anonymous, p. Services of this division include halfway houses and schoolsfor boys which have vocational classes in their curriculum. (1997). Improving school attendance: Responsibilityand challenge. Found online at:http://proquest.umi.com----------------------- 1 For example, lack of control group, random sample, data ondropouts, or follow-up data may have skewed results (Cox, p. ALTERNATIVE SCHOOLS CAN MAKE A DIFFERENCE Abstract The purpose of this study will be to compare the effects ofalternative schools and alternative programs. ERIC Database, ED41642 . (1999). Support is needed to resolve problems and effect changes.Constant challenge of one's own thinking and practices is also needed ifteachers are to remain in a growth position (Dyson & O'Sullivan, p. 244). For this community program,there is a clear community orientation, active community memberinvolvement, and available networks of educational and social services.Results of this type of program are that the student starts to feel like amember in the community and then wants to be affiliated with the school(Castaneda, 1997, pp. In order to judge all three axes ofeffectiveness, results from alternative schools will be compared withalternative programs within traditional schools. References Aeby, V. This program assists secondary specialeducation students in the development of work skills. Alternative programs have not always been focused on children withdisorderly school problems. A., & Carpenter-Aeby, T. Once entering a disciplinaryconfinement, this group tends to spend more time at this site and they tendto receive more disciplinary actions (Guerin & Denti, p. T. Making high schools better communities forour children. E&R Report No. Alternatively, the peace-making program helps eliminate violentbehavior by offering problem-solving and coping skills that enhance theyouth's ability to resolve conflict without violence. When enough points are accumulated and the student attainslevel two status, they become eligible to reach the highest level andreturn to their home school within four weeks. Introduction Educational reform is a movement that has been motivated by a reportin 1983, by the National Commission on Excellence in Education. 418-419). It is alsopossible that the school provided "too little, too late" for a populationthat was in far more need than the school could provide (Cox, p. (1995). Studies with program-enriched schools demonstrate that withoutthe teacher's support, programs loose their momentum. A two-year study of this typeof program concludes that although the cost is higher per pupil, they areconsistent with costs of graduates in a larger school. Found online at: http://www.askeric.org Castaneda, L. The Inverness Center is a middlelevel alternative school that wasestablished in 1993, in Maryland. In theory, thestudent will feel more comfortable in this type of environment andtherefore they will be more motivated to attend (Cox, 1999, p. R., & Sanders, E. Participants are in eighth grade (average) and camplasts 11 months. The Pre-expulsionProgram was set up for disruptive students about to be cast out of the mainschool, they were to attend this program rather than their regular classes(Gordon, p. L. If you ask them to give you the world, they will dotheir best (Gordon, pp. Thereforean important focus for alternative programs is efforts for peace-buildingwithin the school (Harris, 2 , pp. (2 ). For example, Project Adventure is a curriculumfocus that was used by two elementary schools to enhance education. Evaluations of the alternative school provided by the Wake CountyPublic School System (WCPSS), demonstrated that the second year ofoperations was even more successful than the first. 422-44 ). (1997). The study concludes that moreresearch is needed to determine student characteristics and student andfaculty perceptions, to help insure future success of this and othersimilar programs. Inthis instance, the teacher was the facilitator who encouraged the studentto challenge themselves and participate in activities, with a focus onprocess rather than outcome. Foundonline at: http://www.askeric.org Lloyd, D. The first year broughtfull enrollment, demonstrating the need for the school, and communicationswith the regular schools turned out to be a major success factor. 258-259). After two years of success the centerlists factors thought to be important in their results. Both success and failurehave been reported for each type of program, and success factors have beenlisted for each. Evaluations of existing alternative schools have found that successhas been dependent on factors such as constant communication and support ofthe student, and flexibility and appropriateness of the teacher and theleadership. (1997). Alternative programs have alsobeen used to serve both these purposes, and in addition they offer apossible solution for the student who is about to be removed from theschool. Students are taught howto manage conflict without force. Resultsdemonstrated that grades and attendance improved significantly. NASSP Bulletin,84(614), 5-24. W. Additional Factors For Successful Schools & Programs Research regarding alternative schools and programs has concludedthat there are factors that are continually found in successful situations. In a study of Project Adventure results, five factors were found tosupport and maintain the program. Collected evaluations on the WCPSSAlternative School Program for students with long-term suspensions.Executive Summary. Comparingoutcomes of an alternative school program offered with and withoutintensive family involvement. Aeby, Thyer, and Carpenter-Aeby (1999) point out an additional factorthat may lead to increased effectiveness of alternative schools. L. 76-77). In the 198 s, the Office of Juvenile Justice and DelinquencyPrevention promoted alternative schools for the prevention of delinquency.This initiative reflected the belief that schools could help reduce youthcrime. Compared to controls, no differences were found in attitudes orachievement test scores for the alternate school group. Underachievingseventh graders with problem behaviors participated in the study. These assumptions are not conclusive however, since it was also foundthat methodological problems of these studies may have resulted in theirfindings. Studentsconvicted of serious crimes (average age 15 years) stay at the center for13 months. J. (1995). The Eckerd Wilderness Educational System (EWES) is a residentialprogram. Findings conclude that both programs demonstratepositive effects, however whether one situation is more beneficial than theother remains unclear. 6-9). (1999). M. Alternative to failure: A community-basedschool program for Latino teens. Students in this type of program demonstrate increases inproblem-solving and thinking skills, social confidence, collaboration, anda sense of purpose. 245). It isalso noted that alternative school evaluation is a process that demands theunderstanding of unique characteristics of the schools, and this lack ofknowledge can result in poor evaluation outcomes (Dunn, 1997). Success factors forthe program include the following: teachers that are collaborative andhave special, regular, and career/technology aptitudes; an advisorycommittee; curriculum that is competency-based and transition-specific, andincludes integration of computer applications with curricula; contextualpresentation of academics with authentic strategies; and performance-basedassessments. Whetherthe alternative school or the alternative program is more effective,remains unclear, and is the key research question for this study. The programs include classroom instructionregarding conflict management, mentoring on weekends or after school,education training for parents, and rope-climbing for the promotion ofteamwork and confidence (Anonymous, 1998, p. Found online at:http://www.askeric.org Dyson, B. 5-6). Literature comparing the two programs is lacking. 242-244). Eckerd Juvenile Justice Services consists of rehabilitative programsdesigned for the delinquent student. 323; Dyson &O'Sullivan, 1998, p. From high school to middle school: Analternative school program for both. However, these schools spent $25. Teachers help resolve problems and accept increasedresponsibility. Service learning is a situation where the student learns and developsby participating in an organized service experience that meets a communityneed. ERICDatabase, ED435721. Success factors for both thealternative school and alternative program include supportive structure,effective leadership, and teacher empowerment. Research on the effects of thistype of initiative are limited, however results thus far have beenpositive. Instructional strategies included "risk,challenge, trust, cooperation, and problem solving," and personal goal-setting (Dyson & O'Sullivan, p. Teacher empowerment, support, and reflection are also factors thathave led to success in alternative schools and programs. 25 ). 242). 243). With this increasedlevel of responsibility, comes the need for increased collaboration withcolleagues. The balancing of efforts for control and caring may be best servedthrough alternative programs within the main school. National Center for Policy Analysis,Idea House. In a survey by the U.S. V. On a national level, the prevalenceof disabled incarcerated youth lies between 42% and 6 % (Guerin & Denti, p.77). Results of this program include an average of 85% of EWESgraduates attending school or receiving a diploma or GED within one yearafter the program (Anonymous, p. 247). A. Police officers are relied on forsafety (Harris, pp. ERIC Database, ED429365. 242-244). The positive outcome of this project was broughtabout by the commitment of the teachers toward a holistic approach tolearning, through the promotion of physical, intellectual, emotional, andsocial development of the student. Sternberg (2 ) reports on another type of situation, in whichchildren are being placed by parents in private or public schools thatprovide alternative programs. 77) Early evaluations of alternative schools concluded that success wasdependent on factors such as individual curricula and progress evaluation,joint projects, and a lack of punishment (Gold, 1995, p. Studies conclude thatinnovative schools are successful in part due to leadership providing valueand goal, clarity and consensus, and promotion of collaboration. The community-based school program offers another example ofalternative schools involving the community to enhance student commitment.In one school serving a Latino community, social networks, significantpeople, families, and local institutions were considered as part of thecommunity that was embraced for the program. These factors include a supportive structure and organization, leadership,and teacher empowerment, support, and reflection (Dyson & O'Sullivan, 1998,pp. An alternative program to improvestudent behavior: The Focus Program. Hard work and efforts are valued and rewarded.More resources are required for maintenance of this type of environment.Homework is prevalent and crucial. 77). However, it was also foundthat the students did not acquire skills necessary for surviving in theireveryday lives. Foundonline at: http://proquest.umi.com Sternberg, B. (1999). In both cases, the two programs were developed to save the studentswho were about to hit the streets. Since the alternate school student tends to have low levels of self-esteem, social skills, and achievement, this type of opportunity allows foran increase in these and other skills. Small schools spent$7,628 per year per pupil (1996 budget), which was $1,41 more than a largeschool with 2, plus students. 76). Conduct codes are honored and students are responsiblefor their own conduct as well as their peers; A Judicial Committee ofelected students with a faculty member and dean, set and enforce standards. Currently this enhancement process encompasses theneed to provide assistance to the troubled student. Effectiveness will bemeasured in three ways: First, are the attitudes toward school changed;second, does the students' academic performance improve; and third, doesschool attendance increase. Education and Urban Society, 3 (1), 9 -1 6. Individualized student attention appears to be critical andfamily involvement has been found to be helpful. The main ingredient leading to success wasconcluded to be the appropriateness of the teachers involved. The center is to provide services including educationalremediation, therapeutic, and life skills for the troubles students. The curriculum of aneffective alternative school needs to be adaptable to the changing natureand the characteristics of the population it serves. The principals were aligned with theteachers regarding the unified goal, and collaborative problem solvingallowed for the constant flow of change (pp. Found online at: http://www.askeric.org Gordon, J. Get-tough policies use punishment to keepthe youth away from crime, however this approach has led to increasedsuspensions and increased security. A. Children with initial learning disabilities are more likely to end upparticipating in negative behaviors. Alternative schools and programs have been results of thismovement. These factors were "a shared vision,external support for the schools' programs, curricular integration,centrality of physical education, and shared decision making" (Dyson &O'Sullivan, p. The Eckerd alternatives techniques. The Wood County (Ohio) Alternative School Program has also beenevaluated to investigate levels of effectiveness and contributing factors.In this case, students, parents, probation officers, and schooladministrators indicated that the school was effective. Carruthers, W. M. schools have a violence prevention or reduction programthat includes reviews of disciplinary practices, crime reporting, schoolsecurity, and crisis management. Innovation in two alternative elementary schoolprograms: Why it works. The empowered teacher commits to working with others toimprove learning. Leadership that is comprehensive andprovides adequate opportunity, is also an important success factor. The student ischallenged in a real setting while their interest is being engaged, andtheir motivation to complete school is being increased. Found online at: http://proquest.umi.com Cox, S. The Clearing House, 73(2), 76-78. Constantcommunication is a key factor in the relationship between the center andhome schools. Control andcaring were combined by teachers who understood the truth about thestudents and their lives, including the difficulty for this population tosurvive. Department of Education, results showed that78% of all U.S. Studies have shown that this groupdemonstrates the following: "poor literacy and academic skills; inadequatesocial, emotional, and behavioral skills; alienation from school; low self-esteem; limited language proficiency; ethnic or racial discrimination;impulsivity and poor judgment; limited or unavailable family support;antisocial peer influence; and lack of positive adult role models" (p. Special education inalternative education programs. Alternative schools and programs both offer a special curriculartheme or mode of instruction (Dyson & O'Sullivan, 1998, pp. Potter and Bulach (1996) report results of a focus-group approach asan alternative program in a South Carolina middle school. pergraduate. This type of learning takes the student out of the classroomand involves them in hands-on learning and problem solving. An assessment of an alternative educationprogram for at-risk delinquent youth. Found online at: http://proquest.umi.com Gold, M. 23). Found online at:http://proquest.umi.com Harris, I. Dumping ground or effective alternative: Dropout-prevention programs in urban schools. Small schools had graduation rates of 63.2% compared to 55.9%for large schools. Positive communication skills aretaught. It is concluded that a high percent of the youth in detentionfacilities demonstrate disabilities in areas of emotional, learning,cognitive, and neurological abilities. One teacher related that the key tosuccess with this population was in understanding that the truth is simplythat this group of children is whole and complete and will always give whatis asked of them. Each program was developed with the intentof enhancing education. Children that areabused or neglected tend to be depressed, inattentive, aggressive,isolated, and tend to underachieve in school. Alternative programs attempt to focus on the problems before theyreach the point of expulsion (Gordon, 1998, p. ERIC Database, ED383 42. Factors that contribute to behavioral problems in school have beenidentified. Thesestudents also tend to suffer from racial or ethnic discrimination, limitedlanguage proficiency, low self-esteem, impulsivity and lack of judgment,antisocial peer influences and lack of family support or positive adultrole models. The purpose of this study is to compare the effectiveness ofalternative schools and alternative programs. The population served was a low incomeAfrican-American group. Eye on Evaluation. A review of the literature related to thestudy topic includes the following: an introduction to alternative schoolsand alternative programs; alternative schools; alternative programs; andadditional factors involved in successful schools and programs. Studies have concluded that causal relationships between school-related variables and delinquent behavior include the following: attitudestoward school, academic performance, and school attendance (Cox, 1999, p.323). This setting includes hands-on learning and reality therapy withgroup peer counseling. (1998). (1998). Schools being sought tend to have smallerclasses, limited to 16 students. Found online at: http://www.ncpa.org/pi/edu/april98t.html Potter, L., & Bulach, C. Early Intervention Services serve students aged 9 years to 12years, that are at risk for juvenile delinquency, substance abuse, and/ordropping out of school. Project Succeed consists of a summerenrichment program with year-round Saturday school. Efforts have included the use of smaller classes, mentors,focus groups, introduction to work programs, community involvement, andlearning peaceful conflict resolution. 8). 418).Statement of the Problem & Study Purpose Alternative schools and alternative programs are designed to providetroubled students with individualized support services not typically foundin traditional education. Alternatively, reports have also shown thatsome schools showed no differences in attitudes or achievement for studentsattending alternative schools, and what changes did take place, did nottransfer back to the home school situation. Youths in these situations tend to be poor, disabled, minority, andbilingual. Dailyfocus-group experiences were attended during which students learned ways tochange their behaviors and improve their study skills. (1997). Community involvement hasalso proven to be effective. Thisprogram focused on issues such as problem solving, trust, cooperation, andgoal-setting.This project is described as bringing the staff together and usingadventure education to enhance the development of the total student. California statistics for 1999 from the CaliforniaYouth Authority data show that 64% of the continuation school populationare ethnic minorities, 75% of court schools are minority, and 86% of statedetention facilities are minorities. American Secondary Education, 28(2), 27-36. The intervention program focused onmonitoring, tracking, and recording the problem, providing counseling andguidance, involving parents, and providing an appropriate curriculumprogram. In this in instance programs consist of strict disciplinemeasures, including extracurricular activities such as choir and martialart which further develop discipline (Gordon, pp. Groth (1998) reported resultsof a study examining the effects of the Advanced Achievement Academy (AAA),an alternative school for students who would otherwise have dropped out ofschool. Thethree hypotheses for this study are that subjects attending alternativeschools will show greater improvement in their school attitudes (1),academic performance (2), and school attendance (3), than subjectsattending alternative programs. Studentshad difficulty returning to the regular school and needed constantassistance.The second year brought improved stability of operations and newleadership, which were considered to be the most important changes(Carruthers, 1999). Mentors or advisers are assigned to each student and meetings are atleast weekly, with continuous checking on all aspects of academic andemotional health. They receiveprivileges based on points accumulated. ERIC Database, ED42328 . Literature demonstrates both success and failurefor each situation as well as concluded success factors for each. 324). The smallerhigh school enrolls 6 or fewer students. Therefore these variables are appropriate for the measure of programeffectiveness.Hypotheses The following hypotheses will be used for this study: Hypothesis 1: Students attending alternative schools will showgreater improvement in their attitudes toward school than will studentsparticipating in alternative programs. Alternative programs within the traditional schools have also beenimplemented as a response to educational needs for reform and juvenilecrime prevention. (2 ). 422). Teachers are encouraged to bemotivated toward new ideas. Alternative schools along with other programs such aschildren's shelters, court schools and ranches, and state detention, havebecome a place for students who have suffered from neglect or abuse.Students attending an alternative school have either been asked to leavethe standard campus or they have been officially excluded from this setting(Guerin & Denti, 1999, pp. While it might logically appear the prevention of a problem would bea more appropriate solution than resolution after the fact, it is unclearwhich is more effective. Using an experimentaldesign and a one-year follow-up, the author assessed the effectiveness ofone alternative school regarding changes in attitudes, academicperformance, and delinquency. M. Standard models for alternative schools and programs arelacking, however they are designed to increase learning through lowerteacher: student ratios, less formal classrooms, individualizedinstruction, and noncompetitive assessments of performance. Alternative schools began with the intent of becoming an additionalresource for the enhancement of education, however they currently serve thepurpose of becoming a resource for students with learning and behavioralproblems (Guerin & Denti, 1999, p. 6). Journal of a Just and Caring Education, 4(4), 418-44 . The author reports onProject Succeed and the Pre-expulsion Program, two examples of alternativeinterventions for at-risk students. Alternative education support foryouth at-risk. (1998). The Education Digest, 62(7), 32-35.Found online at: http://proquest.umi.com Meyers, S. Counselors monitor thestudent once they return. G., Thyer, B. Their low level of self-esteem contributes to their participation in hostile behaviors. (1999). Thestudents keep a journal and do homework and receive points for behaviorefforts. The evaluation of alternative schools inresearch and practice. Found online at: http://proquest.umi.com Dunn, M. Alternative Programs Gordon (1998) reports on a situation where attempts for eliminationof particular students, would result in smaller classes that are moremanageable. Students and teachers respect andappreciate one another. Found online at: http://proquest.umi.com Groth, C. The National Center For Policy Analysis (NCPA) (1997) reports thatNew York City has been seeking solutions to behavioral problems in highschools, through the use of programs with smaller enrollments. ERIC Database, EJ54 839. In this instance, a grandmother was concerned because hergrandson was about to be kicked out of school for behavioral problems.Since the likelihood of a student remaining in school decreases once beingsuspended or removed from the school, this woman viewed a move such as thisas pushing her grandson out onto the streets. Attempts are made to make peace attractive to the student (Harris,pp. (1999). 24). Urban Education, 33(2), 218-242.Found online at: http://proquest.umi.com Guerin, G., & Denti, L. The innovativeschool is open to teachers being part of the decision making and politicalprocesses. The Eckerd Youth Alternatives programs include Early InterventionServices, Eckerd Wilderness Educational System, and Eckerd Juvenile JusticeServices. The Journal of Research in Crime andDelinquency, 36(3), 323-336. (1999). 117). If this paper is not what you are looking for, you can search again: Search for: or Click here to request an essay written just for you.