Introduction

The Alternative Schools Project was funded in 2001 by the US Department of Education, Office of Special Education, to study the policies and practices of alternative schools across the country as well as the extent to which and how students with disabilities are served in these programs.

Estimates suggest that there are more than 20,000 alternative schools in operation in the United States, and in Minnesota, alone, over 100,000 students accessed alternative education on a full/part time basis during the 2000-2001 school year. The number of alternative schools as well as the number of students educated in these schools has increased significantly over recent years. Oftentimes these schools serve students who are not successful in the traditional school setting, and those who are considered at risk of school failure including students with and without disabilities (see findings from the Enrollment Options Project ).

A succinct definition of alternative schools/programs is difficult to provide. However, the research literature suggests that many alternative schools share several characteristics: they usually have small enrollment and provide individualized instruction, a supportive environment, programming and curriculum opportunities relevant to student interests and goals, and flexibility in structure. Yet, with the rapid growth of alternative schools, there is a need for current information about the kinds of alternative schools in existence nationwide.

This project will gather general information about alternative school policies, structure and educational practices. In addition, information about current special education procedures and processes, the impact of IDEA (1997) requirements on these schools, and implications for students with disabilities will be collected, analyzed and disseminated. The Alternative Schools Project will explore these issues via four studies:

• Study 1. An examination of alternative schools nationwide to provide a broad understanding of alternative schools and of the extent to which they serve students with disabilities.
• Study 2. An in-depth state-level examination of alternative schools yielding at least five state-level case studies describing alternative school policies and practices for students with disabilities.
• Study 3. A series of visits to alternative schools/programs by field researchers to collect information directly from students with and without disabilities, parents, educators, and administrators.
• Study 4. A synthesis of the information gathered across the studies and recommendations to guide policy, practice and further study.

The broad intent of this project is to provide knowledge that can be used to enhance services and results for students with disabilities. This research will also provide an understanding of alternative schools across our nation. This project will provide a much needed data-based description of alternative schools and students they serve.

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