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State Level Examination of Policy and Practice for Students with Disabilities

Purpose

Research suggests that policies regarding alternative schools vary by region and as a function of various State policies. For example, in Minnesota, alternative schools are considered part of a broader policy promoting public school choice referred to as Open Enrollment. Alternative schools are designated as "second chance" options for students who are considered at risk of not completing school. Students who meet criteria specified by the High School Graduation Incentive Program can choose to attend an alternative school. Examples of criteria include whether or not the student is pregnant or a parent, chemically dependent, two or more years behind in credits, etc. This second chance option has shown rapid growth as evidenced by a ten-fold increase from approximately 4,000 students in 1988-89 to over 100,000 students currently (Minnesota Department of Children, Families & Learning, 2001). Research completed by the Enrollment Options Project showed that many students who are choosing to access the alternative schools are students who received special education in traditional schools. The extent to which Minnesota’s experience is typical or unique is unknown. Further research will be conducted to determine what is occurring in a variety of states across the nation.

Because of the variability in the types of alternative schools across the nation, and the variability in the extent to which and how students with special education are being served, we will gather more in-depth information from at least five states representing the various kinds of alternative schools in existence nationwide. This Study will provide in-depth information about alternative schools and education at a statewide level (for at least five states).

Study 2 will provide information about:

• how states differ in alternative school policies, characteristics, structure and organization.
• state policies and practices related to enrollment of students with disabilities.
• similarities and differences across states in regard to special education practices, instructional programming and procedures for students with disabilities enrolled in alternative programs.
• whether and how outcomes for students with and without disabilities are measured and documented.

Activities

Two major activities during the second year will be conducted in order to answer questions for Study 2.

Activity 1. In-depth state level case studies will be conducted using interviews with key individuals (public officials, administrators, educators) and document review.

Activity 2. Sampling of individual alternative schools for in-depth field visits (minimum of 25) will occur.

As these project activities are completed, findings and products will be posted on this Web site.

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