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Enrollment Options Project Research Reports

Monograph 1: Open Enrollment and Students with Disabilities: Issues, Concerns, Fears, and Anticipated Benefits by J.E. Ysseldyke, M.L. Thurlow, B. Algozzine, & J. Nathan (October 1991).

This paper presents a description of the implications of open enrollment for students with disabilities and for districts that gain or lose students with disabilities through transfer. The description is based on a review of the professional literature and on the results of an issues clarification working session attended by professionals, legislators, parents, and students. Three kinds of issues for districts and students are identified and described: outcomes issues, implementation issues, and demographic issues. Five major kinds of concerns reflected in debates about choice are also discussed: concern about pupil benefit, parent involvement (and convenience), teacher/administrator job protection, change, and teacher workload.

Research Report 1: Participation of Students with Disabilities and Special Needs in Postsecondary Enrollment Options by C.M. Lange & J.E. Ysseldyke (November 1991).

This report documents the participation of students with disabilities or special needs in Minnesota's Postsecondary Enrollment Options (PSEO). PSEO allows students in 11th and 12th grade to take college and technical school courses for credit. The 77 participation postsecondary institutions were surveyed. Eight percent of the reported participants were students with disabilities or special needs with the majority being students with learning disabilities. However, all disability and special needs groups were represented. The majority of students with disabilities attended technical colleges. Implications for students with disabilities and their programs are discussed.

Research Report 2: Public School Choice: What About Students with Disabilities? by J.E. Ysseldyke, C.M. Lange, & B. Algozzine (November 1991).

This report presents the results of a survey sent to Minnesota's Directors of Special Education asking them to identify the important issues and concerns relating to school choice options and special education. Excess program costs, the effects of enrollment options on the planning process (enrollment projections, staffing, variety of programs, etc.) and the billing of resident districts for special education services were found to be the most important issues. The Directors' concerns about the logistical problems with enrollment options and special education are discussed.

Research Report 3: Students with Disabilities’ Use of Various Options to Access Alternative Schools and Area Learning Centers by D.J. Gorney & J.E. Ysseldyke (January 1992).

This report describes the participation of students with disabilities and special needs in two of Minnesota's enrollment options for at-risk students, Alternative Schools and Area Learning Centers (ALC). Results indicate that students with disabilities are accessing Alternative School/ALC programs in ways similar to non-disabled students. Students with emotional/behavioral disorders are heavily represented in these schools. It was also discovered that when students enter these programs, special education labels are often dropped and services discontinued. Implications for special education are discussed.

Research Report 4: Participation of Different Categories of Students with Special Needs in Enrollment Options by J.E. Ysseldyke & C.M. Lange (January 1992).

This report presents the results of a survey sent to a random sample of Minnesota's Directors of Special Education documenting the participation rates of students with disabilities in several of Minnesota enrollment option programs. A large majority of students with disabilities were found to be transferring school districts using tuition agreements. Students demonstrating emotional/behavioral disorders were found to be the largest disability group transferring schools. And, significant differences were found in participation rates between districts of differing enrollments.

Research Report 5: Parents of Students with Disabilities and Open Enrollment: Characteristics and Reasons for Transfer by J.E. Ysseldyke, C.M. Lange, D.J. Gorney, & Y. Lau (April 1992).

This report documents the characteristics of students with disabilities and special needs who participate in one of Minnesota's seven school choice options, open enrollment. Surveys were sent to the parents of all 1990-1991 open enrollment applicants who had indicated their child had a disability or special educational need. The reasons for participation, the sources of information, and the decision-making process involved with choosing another school are presented. How the reasons differ as a function of disability category, location, grade level, and parents' income level or education level are examined. Implications for policymakers, administrators, and teachers are discussed.

Research Report 6: Looking at School Choice: Parents' Comments on Open Enrollment and Their Children with Disabilities by J.E. Ysseldyke, C.M. Lange, Y. Lau, & T.J. Delaney (May 1992).

This report examines the qualitative comments shared by parents of students with disabilities and students served in gifted programs about one of Minnesota's seven school choice options, open enrollment. Surveys were sent to parents of 1990-1991 open enrollment applicants who had indicated their child had a disability or special educational need. The survey included a section for comments. Many parents included comments and these are analyzed in this report. The majority of the respondents reported satisfaction with the open enrollment program. Responses of students with disabilities and those served in gifted programs are compared as are those from rural and metropolitan areas.

Research Report 7: School Choice Programs in the Fifty States by J.E. Ysseldyke, C.M. Lange, and T.J. Delaney (August 1992).

This report documents the school choice programs available in each of the fifty states. These programs are generally of eight types: magnet schools, postsecondary enrollment programs, drop-out prevention programs, intradistrict open enrollment, interdistrict open enrollment, voucher programs, tuition agreement programs, and charter schools. A brief description of the school choice programs in each state is provided.

Research Report 8: A Comparison of Families of Students with and without Disabilities Who Use Open Enrollment Options to Transfer Schools by J.E. Ysseldyke, C.M. Lange, and B. Algozzine (August 1992).

A cross-sectional survey was conducted to identify facts and opinions about selected aspects of contemporary practices related to the school choice option, open enrollment. Responses from families of students with disabilities were compared to responses of a similar group of families of students without disabilities who had transferred schools through the interdistrict transfer option in Minnesota called open enrollment. Information about the demographics, reasons for transfer, decision-making, source of information, and satisfaction of the respondents is presented. The differences between these two groups are examined and discussed.

Research Report 9: Open Enrollment and Students with Disabilities: Where Are We and Where Are We Going? by J.E. Ysseldyke, C.M. Lange, and B. Algozzine (August 1992).

This report examines the opinions of families of students with disabilities participating in one of Minnesota's school choice options, open enrollment. Results of a survey that included general demographic information, information sources, family decision-making related to open enrollment, and the effects of exercising the option on participating students are included. Results of this research suggest generally favorable responses for families of students with disabilities participating in this school choice program.

Research Report 10: A Comparison of Participants in Interdistrict Open Enrollment: Students with Learning Disabilities and Non-Disabled Students by D.J. Gorney & J.E. Ysseldyke (September 1993).

This report compares the open enrollment participation of students with learning disabilities and a sample of students without disabilities who transferred schools in the 1990-1991 school year. Demographic information, reasons for transfer, parental involvement in schools, and sources of information are examined.

Research Report 11: The Participation of Students Who Are Identified as Gifted and Talented in Minnesota's Open Enrollment Option by M.Y. Lau, C.M. Lange, & J.E. Ysseldyke (August 1993).

This paper documents the experiences of students with special gifts and talents participating in Minnesota's Open Enrollment option. Parental involvement in school before and after the transfer, reasons for transferring, and other experiences in exercising the option were studied. The results were compared to those of 60 students without special needs. Academic and educational concerns were some of the main reasons that prompted these students to transfer. The most valuable sources of information about the option were the mass media and the school principal. Most parents expressed satisfaction with the option; yet, many experienced transportation problems.

Research Report 12: Participation of Rural Students With Disabilities and Rural Gifted Students in Minnesota's Open Enrollment Program by T.J. Delaney, J.E. Ysseldyke, & C.M. Lange (May 1993).

This document reports the results of a mail survey sent to rural students with disabilities and with special gifts and talents. Demographic characteristics, sources of information, reasons for transfer, and changes in parental involvement with schools are examined, as well as the comments by parents of students with special needs. The most important reason parents of rural children with special needs apply for open enrollment is because programs available in alternative districts are thought to be better able to meet the educational requirements of these parents and their children.

Research Report 13: Desired Results of Second Chance Programs by C.M. Lange & J.E. Ysseldyke (June 1995).

The Second Chance option is one form of school choice that targets a specific population of students, those at risk in the educational system. Yet, little is known about the outcomes for students in these programs or if the desired outcomes are the same as for students who attend comprehensive high schools. In this report, outcomes and indicators for students in second chance choice programs serving students at risk are presented. The outcomes were developed by the National Center on Educational Outcomes. The indicators for these outcomes were developed through a consensus building process involving alternative educators, students, public school administrators, and university researchers.

Research Report 14: Open Enrollment's Impact on School Districts When Students With Disabilities Transfer Schools by C.M. Lange, J.E. Ysseldyke, and T.J. Delaney (June 1995).

School choice options are now available in over half of the states. Many students accessing these options include students with disabilities and special needs. In this study, one of the most comprehensive school choice options, open enrollment, is examined to determine the impact transferring students with disabilities have on school districts. The gain or loss of students with disabilities is investigated through a series of case studies in Minnesota where open enrollment was first implemented. Implementation issues, special education programs, funding and planning, school personnel's perceptions about open enrollment, and characteristics of net gain and net loss districts are examined.

Research Report 15: School Choice and Students with Disabilities: Parent Perspectives and Expectations by C.M. Lange, J.E. Ysseldyke, M.Y. Lau, & C.A. Lehr (June 1995).

Parents’ reasons for transferring their child with a disability or special need through a school choice option such as open enrollment are important to understand. In this report, the results from in-depth follow-up interviews with parents of 18 students with disabilities who transferred through open enrollment are presented. The interviews were conducted with parents who had completed an initial survey (See Report 5) that found that the reason parents were transferring their child was often because the special education needs were better met in the chosen school. Parents were asked to document their child's needs and how these needs were being met in the chosen school versus their resident school.

Research Report 16: Characteristics of Alternative Schools and Programs Serving At-Risk Students by C.M. Lange & S.J. Sletten (September 1995).

Data from Kids Count Data Book (Annie E. Casey Foundation, 1992) confirm what practitioners repeatedly tell researchers; the number of at-risk youth is increasing at an alarming rate. Many educators are concerned about how the educational system can address the diverse needs of these youth and have developed alternative programs to serve them. Students attending these programs include those identified as having a "special need" as well as those considered "at risk." This paper identifies the characteristics of Minnesota's second chance school choice programs for at-risk students. The characteristics are examined and provide needed information to stimulate debate over whether these settings are actually different from the conventional settings and whether they can be successful alternatives to conventional secondary schools.

Research Report 17: School Choice and Students with Disabilities: The Practice and the Policy by C.M. Lange (September 1995).

In this paper, a synthesis of five years of research examining three Minnesota school choice options is presented. The impact of open enrollment, High School Graduation Incentives (a second chance option for at-risk students), and Postsecondary Enrollment Options on students with disabilities is discussed. The implications for students and their programs is examined.

Research Report 18: Students with Emotional and Behavioral Disorders: Predictors and Factors Associated with Dropout and School Completion by C.A. Lehr (December 1996).

This paper provides an integrative review of findings from studies examining predictors and factors associated with dropout and school completion for students with emotional behavioral disorders. The review suggests variables associated with dropping out seem to cluster into three areas: status or demographic variables, individual student characteristics, and school factors. Findings indicated that students with emotional and behavioral disorders were less likely to dropout if they spent more time being mainstreamed, received tutoring services, attended schools that maintained high expectations, taught independent living skills and emphasized job training.

Research Report 19: Open Enrollment’s Impact on Selected School Districts: Does the Market Make a Difference? by C.M. Lange (December 1996)

In this paper, one of the most popular public school choice options, open enrollment, is examined. Eight Minnesota school districts are studied to determine how districts are affected when they gain or lose students through the option. The districts vary in size and location. A series of multiple case studies employing qualitative methodology is used to examine open enrollment’s impact on the districts. District finances, programs, and services, administrative and teacher functions, and administrative strategies are investigated. School districts are impacted by the gain or loss of students in all areas. Administrative strategies influence the positive or negative consequences of open enrollment. External contextual variables appear to influence transfer patterns and open enrollment’s impact.

Research Report 20: At-Risk Students in Second Chance Programs: Reasons for Transfer and Continued Attendance by C.M. Lange & C.A. Lehr (February 1997)

In this paper responses from a survey completed by nearly 300 students attending second chance programs through public school choice in Minnesota are presented. The survey was designed to gather information about student characteristics, dropout, sources of referral, reasons for transfer, comparisons between past and present educational settings, reasons for continued attendance, and engagement in other activities if not enrolled at the alternative sites. Responses were analyzed for all students, as well as by gender, and according to whether students had or had not received special education services. Responses suggest key areas to examine that influence transfer decisions and continued attendance include the rate of academic failure and success, school structure and climate, teacher relationships and students’ responsibility and sense of control.

Research Report 21: Belonging and Social Support in Educational Settings: A Review and Critique of the Research by K.A. Thor (February 1997)

A student’s sense of “belongingness” or “school membership” has been identified as potentially a pivotal factor in the school retention and participation of at-risk students. In addition to playing a central role in preventing students from dropping out of school, it has been suggested that school membership results in a number of positive student outcomes, including student engagement and academic achievement. This paper reviews the literature on student belonging and the relationship between student belonging and educational outcomes such as participation and achievement. Moreover, the research on belonging in alternative settings is discussed. Lastly, a critique of the current research and possible direction for future research are included.

Research Report 22: At-Risk Students Attending Second Chance Programs: Measuring Performance in Desired Outcome Domains by C.M. Lange and C.A. Lehr (March 1997).

In this report, findings from a study examining a broad array of outcomes for students attending Minnesota’s second chance school choice option for at-risk secondary students are presented. Student performance was assessed in seven outcome areas using a model developed by the University of Minnesota’s National Center on Educational Outcomes. Students at three representative alternative school sites were assessed in the fall and spring of an academic year to determine their level of student performance. This report addresses the performance of dropouts and persisters (those who remained in the programs), the use of the model for accountability, and the effectiveness of second chance programs.

Research Report 23: Students with Disabilities Attending Second Chance Programs: Measuring Performance Across Outcome Domains

Not available at this time.

Research Report 24: School Choice, Charter Schools and Students with Disabilities by C.M. Lange (May 1997).

Findings from 14 studies examining school choice options and their impact on students with disabilities are summarized in this paper. Studies were conducted in Minnesota, the first state to pass comprehensive school choice legislation. Issues were defined in three areas and serve as a framework for the studies: 1) demographics/participation, 2) implementation, and 3) outcomes. A discussion of issues to consider as school choice policy and special education policies interact is presented in light of the major findings from the 14 studies.

Research Report 25: Charter Schools and Students With Disabilities: Parent Perceptions of Reasons For Transfer and Satisfaction With Services by C.M. Lange, C.A. Lehr, & K.A. Thor (March 1998)

The Enrollment Options Project has been examining the impact of Minnesota’s charter schools on students with disabilities. Parents of students with and without disabilities enrolled in Minnesota’s charter schools were surveyed to answer questions about their experiences with charter schools. In this report, results from over 600 respondents who completed the survey are presented. Findings are reported for both students with and without disabilities answering questions about reasons for charter school enrollment, perceived changes in their child as a result of attending the charter school, level of satisfaction, level of parent involvement, and special education service availability. In addition, written comments provided by parents of children with disabilities were qualitatively analyzed. This report concludes with a discussion of implications for further study examining special education delivery and outcomes for students with disabilities attending charter schools.

Research Report 26: Enrollment of Students with Disabilities in Minnesota’s Alternative Schools: Implications for Educational Policy by C.M. Lange, C.A. Lehr and M. Low (September 1999)

The role of alternative education for students with disabilities is becoming more relevant as alternative settings become more and more popular. The Enrollment Options Project has been examining the role of alternative programs in Minnesota on students with disabilities for nearly a decade. Alternative programs are schools of choice in Minnesota and provide a somewhat unique perspective on alternative education. A survey was conducted in the early 1990s documenting the percentage of students with disabilities who attend these programs and the issues that result from their enrollment. As with the rest of the country, Minnesota has experienced a sharp increase in the number of students accessing their alternative programs. A follow-up survey was conducted in 1998 to examine the participation rates of students with disabilities in Minnesota’s alternative programs and the issues for the schools.

Research Report 27: Students at Risk Attending High Schools and Alternative Schools: Goals, Barriers and Accommodations by C.A. Lehr and C.M. Lange (September 1998)

Meeting the needs of secondary students at risk of school failure is a critical issue for youth, educators, policy makers, and society as a whole. 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. As more and more students attend alternative schools, it is important to understand how they differ from the traditional high schools and how these differences are perceived by the students and teachers. Focus groups were conducted with students at risk and not at risk attending alternative programs and high schools to gather information about perceptions of 1) the program/school goals, 2) accommodations made to help students reach the goals, and 3) barriers standing in the way of students meeting the goals. Focus groups asking similar questions were also held with teachers at both alternative sites and high schools. Thematic responses are discussed in relation to risk status and setting. Suggestions for facilitating student engagement and school success are offered for consideration based on student and teacher responses.

Research Report 28: Students at Risk Attending Alternative Programs and High Schools: School Climate, Attitudes Toward School, Belonging, Participation and Enrollment Status by C.A. Lehr and C.M. Lange (April 1999)

Nearly four million students in grades 9-12 attend alternative school programs nationwide. In Minnesota, the number of students choosing this option has shown a sharp increase in recent years. Why are students choosing to drop out of traditional high schools and enroll in alternative programs? This study investigated contextual variables of alternative schools and high schools using quantitative methods. Nearly 260 at-risk students completed surveys assessing students perceptions of school climate, attitudes toward school, sense of belonging, and presence and participation. These variables were then used to differentiate between students who later dropped out or persisted at the alternative programs and high schools. Students attending the alternative schools reported more favorable perceptions of school climate, attitudes toward school, stronger sense of belonging and higher levels of presence and participation. For both groups of students, nearly 68% of the students were accurately identified as dropouts or persisters using these four variables. Findings are highlighted and implications for dropout prevention, particularly for students at risk, are discussed.

Research Report 29: Homeschooling: Parents’ Reasons for Transfer and the Implications for Educational Policy by C.M. Lange and K.K. Liu (April 1999)

Homeschooling 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, nor has there been much review of how the advent of school choice may be affecting homeschooling. In this report, the reasons parents choose to homeschool their children in Minnesota are reported. The results of a survey of homeschooling parents found reasons fall into five major categories: Educational philosophy, special needs of the child, school climate, family lifestyle and parenting philosophy, and religion and ethics. In addition, parents were asked if special education or special needs were factors in their decision to homeschool their child. Special education or the child’s special needs was a factor for many parents suggesting policy implications for both homeschooling parents and special educators.

Research Report 30: Students With and Without Disabilities Attending Alternative Programs: Reasons for Dropping Out of and Returning to School by C.A. Lehr (August 1999)

Information about school dropout rates has been collected for some time and concern about raising graduation rates has received national attention. A study of alternative school students conducted by the Enrollment Options Project found that nearly 60% of the students who are currently enrolled have dropped out at some point in their schooling. This study examined factors that promote the return to school by interviewing a sample of sixteen at-risk students with and without disabilities attending alternative schools. Results from the interviews suggest that most students left school because of reasons that were school related and factors influencing the return to school were primarily related to students attitudes. Students’ decisions to continue to stay in school at the alternative site included comments reflecting the support, attention, and respect that students received. Comments about factors influencing the decision to drop out and decisions to return to school were similar for students with and without disabilities. Implications for research and practice are discussed.

Research Reports are availabe at no charge. Please contact:

Cammy Lehr, Ph.D.
University of Minnesota
Institute on Community Integration
College of Education and Human Development
111 Pattee Hall 150
Pillsbury Drive S.E.
Minneapolis, MN 55455
612-624-0722
lehrx001@UMN.EDU

See Also

Enrollment Options Project Journal Articles

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