ERIC Number: ED232257
Record Type: RIE
Publication Date: 1983-Apr-11
Reference Count: 0
Differences between Alternative and Conventional Schools in Meeting Students' Needs.
Gregory, Thomas B.; Smith, Gerald R.
This study employed the authors' previously developed Statements about Schools Inventory (SAS) to assess how well 14 alternative and 11 conventional high schools were meeting the needs of their students. Pairs of alternative and conventional schools studied were located in 11 communities in 10 states. Results of both student and teacher responses indicated that alternative schools were clearly superior in meeting students' needs in three of four areas: social, esteem, and self-actualization. Only security was rated higher for conventional schools, and the differences in this area were not statistically significant. Alternative school students held significantly higher expectations of their schools, but also described significantly higher levels of satisfaction than did conventional school students. Four tables and four graphs display considerable overlap between students' and teachers' scores within each of the two types of schools as well as a high degree of homogeneity within each of the four respondent groups. The authors conclude by indicating that while such factors as free choice and smaller school size probably contribute to the generally superior climate of alternative schools, the results of their study suggest that the concept itself deserves more serious attention than it has thus far received. (JBM)
Descriptors: Comparative Analysis, Educational Environment, Nontraditional Education, School Effectiveness, School Security, School Surveys, Secondary Education, Self Actualization, Self Concept, Social Environment, Student Needs, Student Reaction, Student School Relationship, Student Teacher Relationship, Teacher Response, Traditional Schools
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Statements About Schools Inventory
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 11-15, 1983).