ALTERNATIVE SCHOOLS CAN MAKE A DIFFERENCE
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 successful schools and programs.
In the 1980s, the Office of Juvenile Justice and Delinquency Prevention promoted alternative schools for the prevention of delinquency. This initiative reflected the belief that schools could help reduce youth crime. Alternative programs within the traditional schools have also been implemented as a response to educational needs for reform and juvenile crime prevention. Standard models for alternative schools and programs are lacking, however they are designed to increase learning through lower teacher: student ratios, less formal classrooms, individualized instruction, and noncompetitive assessments of performance. In theory, the student will feel more comfortable in this type of environment and therefore they will be more motivated to attend (Cox, 1999, p. 323; Dyson & O'Sullivan, 1998, p. 242).
Alternative schools began with the intent of becoming an additional resource for the enhancement of education, however they currently serve the purpose of becoming a resource for students with learning and behavioral problems (Guerin & Denti, 1999, p. 76). Alternative programs have also been used to serve both these purp...