ERIC Number: ED502534
Record Type: Non-Journal
Publication Date: 2004-Sep
Abstractor: As Provided
Reference Count: 33
Alternative Schools. Findings From a National Survey of the States. Research Report 2
Lehr, Camilla A.; Moreau, Rachel A.; Lange, Cheryl M.; Lanners, Eric J.
Institute on Community Integration (NJ1)
The number of students enrolled in alternative settings for youth at risk of school failure has increased significantly in recent years. Students with disabilities, primarily students with emotional/behavioral disabilities and learning disabilities, are included in the population of students who are being educated in these settings. A survey was designed to gather current information about alternative schools and programs across the nation. The survey was distributed to key contacts at state departments of education who were knowledgeable about alternative education. Questions asked about state level definitions, enrollment criteria, school characteristics, students served, staffing, curriculum and instruction, and outcomes. In addition, the survey included questions about special education and the extent to which students with disabilities were enrolled. Results are provided and the report concludes with a discussion of key issues to further examine. (Contains 14 tables.)
Descriptors: Nontraditional Education, High Risk Students, State Departments of Education, Learning Disabilities, Research Reports, State Surveys, Institutional Characteristics, Outcomes of Education, Teacher Student Ratio, Curriculum Evaluation, Governance, Institutional Research, Educational Assessment, Educational Indicators
Institute on Community Integration. University of Minnesota, 109 Pattee Hall, 150 Pillsbury Drive SE, Minneapolis, MN 55455. Tel: 612-624-4512; Fax: 612-624-9344; e-mail: email@example.com; Web site: ici.umn.edu
Publication Type: Reports - Research
Education Level: Elementary Secondary Education
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: Minnesota Univ., Minneapolis. Inst. on Community Integration.