Characteristics of Alternative Schools and Programs Serving At-Risk Students. Research Report No. 16. Enrollment Options for Students with Disabilities.

Autor/inn/en	Lange, Cheryl M.; Sletten, Sandra J.
Institution	Minnesota Univ., Minneapolis. Coll. of Education.
Titel	Characteristics of Alternative Schools and Programs Serving At-Risk Students. Research Report No. 16. Enrollment Options for Students with Disabilities.
Quelle	(1995), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Administrator Attitudes; Dropout Prevention; High Risk Students; Institutional Characteristics; Nontraditional Education; Open Enrollment; School Based Management; School Choice; School Demography; School Restructuring; Secondary Education; Small Schools; Special Needs Students; State Programs; Teacher Attitudes; Minnesota + Suchen Sie Ihr Suchwort? Problemschüler; Non-traditional education; Alternative Erziehung; Open entry; Offenes Bildungssystem; Choice of school; Schulwahl; Schulbesuchsrate; Schulreformplan; Schulumwandlung; Sekundarbereich; School; Schools; Schule; Sonderpädagogischer Förderbedarf; Regierungsprogramm; Lehrerverhalten
Abstract	This paper addresses the characteristics of alternative secondary education programs in Minnesota for students with special needs or considered to be "at risk." It examines various alternative school options including Area Learning Centers (which provide personalized year round, day and evening programs for learners aged 12 through adult) and the High School Graduation Incentives Option (a "second chance" program). A survey of 83 directors of Minnesota's alternative programs and 85 teachers in such programs was conducted. The directors' survey collected information on: program demographics, admission/exit policies, special education issues, curriculum and student progress procedures, tracking issues, staff demographics, and organization and decision making issues. The teachers' survey asked questions about the teachers' experiences. Results indicated that the schools surveyed tended to be small, have few support services within the school, use community resources to support the curriculum, exhibit a high level of control shared with staff (though such areas as funding and space allocation were usually decided by district administrators), and have teachers who see these schools as not yet meeting their ideal (though much closer to ideal than the conventional high school). Results also support the value of these alternative programs for serving special needs students. Contains four references. (DB)
Anmerkungen	University of Minnesota, 350 Elliott Hall, 75 East River Road, Minneapolis, MN 55455 ($14).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC