Alternative Schools for Dropout Prevention
Reimer, Mary S. and Terry Cash, “Alternative Schools: Best Practices for Development and Evaluation,” National Dropout Prevention Center (2003).
This best practices guide to dropout prevention describes alternative schooling as an effective strategy that can be employed in rural, urban, and suburban districts to achieve positive outcomes. The guide lists the many alternative school types (the alternative classroom, the school–within–a–school, the separate alternative school, the continuation school, etc.) and delivery models (behavior intervention model, punitive model, academic intervention model, school community partnership model, etc.) identified by researchers. Needs and issues surrounding alternative schools include funding, accountability, community relations, good communication between alternative and regular schools, course offerings, etc. Several best practices are identified, including (1) a maximum student/teacher ratio of 1:10; (2) small student base not exceeding 250 students; (3) clearly stated mission and discipline code; (4) caring faculty with continual staff development; (5) school staff having high expectations for student achievement; (6) learning program specific to the student’s expectations and learning style; (7) flexible school schedule with community involvement and support; (8) total commitment to have each student be a success. A myriad of additional characteristics of successful alternative schools are provided. The guide proceeds to provide information regarding how to establish an alternative program and how to evaluate alternative schools.
Relevant Link: http://www.dropoutprevention.org/pubs/show_series.php?seriesID=00003