ERIC Number: ED462809
Record Type: Non-Journal
Publication Date: 2002-Feb-1
Alternative Education: A Brief History and Research Synthesis.
Lange, Cheryl M.; Sletten, Sandra J.
This report is a review of the alternative education literature, which is scattered across three topic areas--dropout prevention, special education, and at-risk youth. Books and articles for this review were chosen to provide a view of the literature from the beginning of the modern alternative movement, generally considered to be the 1960s, to the present, and to show the progression of research and literature to the present day. Most of the sources are journals and books associated with documenting the alternative moment. In addition, sources from the Internet and research papers from accredited conferences were reviewed. The synthesis is organized into the following sections: the history and context of the alternative school movement; characteristics of specific populations in alternative schools; and the research examining outcomes for students in alternative schools and programs. Findings from the review indicate that while alternatives began in the non-public educational arena, at this time they are most often found in the public school system. Alternatives are typically serving students who are at risk for school failure or are disenfranchised from the traditional school system. Findings on student academic outcomes are mixed. The synthesis concludes with implications for policy and practice. (Contains 74 references.) (CR)
Descriptors: Academic Achievement, Behavior Disorders, Educational History, Elementary Secondary Education, Emotional Disturbances, Nontraditional Education, Outcomes of Education, Program Design, Student Characteristics
For full text: http://www.nasdse.org/forum.htm.
Publication Type: Information Analyses
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: National Association of State Directors of Special Education, Alexandria, VA.
Grant or Contract Numbers: N/A
IES Cited: ED546775