ALTERNATIVE SCHOOLS Abstr

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 fe

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networks, significant people, families, and local institutions were considered as part of the community that was embraced for the program. For this community program, there is a clear community orientation, active community member involvement, and available networks of educational and social services. Results of this type of program are that the student starts to feel like a member in the community and then wants to be affiliated with the school (Castaneda, 1997, pp. 90-91). Alternatively, Cox (1999) reports the failed effectiveness of alternative education schools for delinquent youths. Using an experimental design and a one-year follow-up, the author assessed the effectiveness of one alternative school regarding changes in attitudes, academic performance, and delinquency. A middle-school, located in a midwestern city, was used and the sample included youth with academic and behavior problems that were at risk of becoming further involved in criminal activity. Compared to controls, no differences were found in attitudes or achievement test scores for the alternate school group. Statistical differences were found for self-esteem, grade point averages, and school attendance, however, these changes did not remain when the st

Category: Psychology - A