Enrollment Options Project >> Introduction | Project Overview | Project Publications

Previous studies such as the National Longitudinal Transition Study present an alarming picture for students with disabilities in the areas of dropout and postsecondary transition, and post school outcomes. With legislation like Goals 2000 and the 1997 Amendments to the Individuals with Disabilities Education Act, the urgency for educators and policymakers to address the needs of students with disabilities is even more apparent. In this era of school reform we must consider the possibilities of already existing programs and policies that may be meeting the needs of students with disabilities but are not yet part of mainstream thinking. One of these policies is school choice.

The Enrollment Options Project began in the early 1990s by gathering information about the various choice options in Minnesota and the rate of participation by students with disabilities. Subsequent studies (1995-1998) focused on three school choice options in Minnesota that may be fostering successful school experiences for students with disabilities:

• Second Chance Programs (Alternative Schools)
• Minnesota Charter Schools
• Home Schooling

A Study of Second Chance Programs (Alternative Schools)

Meeting the educational needs of secondary students at risk of school failure is a critical issue for youth, parents, educators, policymakers, and society as a whole. Most secondary level students attend traditional high schools, but an increasing number of students are enrolling in alterative schools. In Minnesota, students who are at risk of not completing high school can choose to attend an alternative program through a public choice option established in 1987.

Research questions addressed in this study focused on ascertaining the extent to which students with disabilities participate in second chance programs, reasons for enrollment, the provision of special education services, and measurement of outcomes for students attending these programs. Some of the major findings from this study included:

• Students with disabilities are enrolling in second chance programs (i.e. alternative schools) in proportions greater than the percentages enrolled in traditional schools.
• Students with emotional behavioral disorders and learning disabilities continue to comprise a high percentage of students with disabilities attending alternative schools.
• The reasons students with disabilities enroll in alternative programs are similar to students without disabilities. Most frequently endorsed responses suggested students were motivated to exit traditional settings because of poor academic performance, poor student/teacher relationships, and poor peer relationships.
• Students with and without disabilities report reasons for continued attendance at alternative schools to be related to working at their own pace, smaller class sizes, the assistance received on their work, and the availability of a flexible schedule.
• Students with disabilities more often endorsed three reasons for continued attendance at a level of significance. These reasons were: students are not suspended or given detention for being absent or tardy, I am not teased or hassled by other students, and I am not being treated differently because of my race, sex, or school ability.
• Perceptions of school climate, attitude toward school, sense of belonging, and levels of presence and participation differ for students at risk attending alternative schools and those attending traditional high schools.
• Findings suggest that factors influencing students with and without disabilities to drop out of school are similar for both groups. Staff support and respect are key in keeping students in school regardless of disability status.

See summary of reports and publications list for more information about major findings.

A Study of Minnesota’s Charter Schools

Legislation allowing the establishment of charter schools exists in many states across the nation, and the number of charter schools is growing rapidly. These innovative schools are serving a variety of students, and studies at the national level show that a sizable proportion of students being served in charter schools have disabilities. The Enrollment Options Project conducted research on charter schools and the participation and experiences of students with disabilities. Questions addressed the extent to which students with disabilities enroll in Minnesota’s charter schools, reasons for enrollment, satisfaction and provision of special education services.

Some of the major findings from this study included:

• Nearly 26 percent of respondents (parents of students enrolled in charter schools) reported their child was receiving special education services in the charter school.
• The most frequently reported disability categories (parent report) were learning disabilities, hearing impairments, speech/language impairments, and emotional/behavioral disorders.
• Parents of students with disabilities whose children were enrolled in charter schools rated the same reasons for enrollment as parents of students without disabilities (class size, staff, academic programming, special education services).
• Parents of students with disabilities more frequently endorsed special education services at the charter, special needs of the child, dissatisfaction with the former school, and a chance for a fresh start as reasons for charter school enrollment.
• Slightly less than half of the parents who identified their children as having a disability reported special education as the reason for transfer to the charter school.
• Nearly three-quarters of parents of students with disabilities reported more satisfaction with the special education services provided at the charter school.
• Sixty-one percent of parents of students with disabilities reported more availability of special education at the charter school. Yet, directors of charter schools reported providing a minimum of special education services and related services at the charter schools. A finding that suggested a discrepancy between the perceptions of parents and the reality of service provision.

See summary of reports and publications list for more information about major findings.

A Study of Home Schooling

Home schooling is one of the oldest school choice options available to parents and their children; however, it is not often regarded as a school choice option. The Enrollment Options Project interviewed parents in Minnesota to determine their reasons for choosing to home school their child(ren). In addition, parents were asked if special education or special needs were factors in their decision to home school their child.

Major findings from this study include:

• Reasons parents chose to home school their child fell into five major categories: educational philosophy, special needs of the child, school climate, family lifestyle and parenting philosophy, religion and ethics.
• Special education or the child’s special needs was a factor for many parents in making the decision to home school their child(ren).
• Respondents indicated that about 10% of their homeschooled children had received special education services in the past. Many of these parents/students had strong negative feelings about the public school they had previously attended.

See summary of reports and publications list for more information about major findings.

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