By: Rhonda Ryans
Impact of Alternative School Placement on Student
Social Adjustment, Aggression, and Cognitive Skills
Greetings to everyone who logs onto my blog. The writer’s dissertation is the topic of this blog; therefore any input or suggestions are always welcome. For proper introduction the writer is a teacher at an alternative school located in Southwest, Georgia, and a doctoral student at Nova Southeastern University in Fort Lauderdale, Florida. Being a teacher at an alternative school brings with it the art of having to service students with different personalities, disabilities and of dissimilar socio-economic factors that must be adhered to. It is for this reasons of discussion that the writer has chosen to further investigate the topic of this blog.
Impact of Alternative School Placement on Student
Social Adjustment, Aggression, and Cognitive Skills
Greetings to everyone who logs onto my blog. The writer’s dissertation is the topic of this blog; therefore any input or suggestions are always welcome. For proper introduction the writer is a teacher at an alternative school located in Southwest, Georgia, and a doctoral student at Nova Southeastern University in Fort Lauderdale, Florida. Being a teacher at an alternative school brings with it the art of having to service students with different personalities, disabilities and of dissimilar socio-economic factors that must be adhered to. It is for this reasons of discussion that the writer has chosen to further investigate the topic of this blog.
There are a number of reasons for which a student may have to attend an alternative setting. Often times, a student is ejected from his/her regular school because of some act of violations defined by the local school system or the local school. As a result, a student’s case is recommended to the Tribunal for review. After the Tribunal meets with the parents, student and school administrators, a review is made of the student’s record and charges, then, a recommendation is made. During that time the Tribunal hears the concerns and makes recommendations for the student. The Tribunal recommends whether or not the student be removed from the traditional school climate or placed on probation (for a period of time) or in an alternative setting. As a result of the Tribunal’s decision the student is assigned to the writer’s alternative program setting. The alternative program is one component that makes the writer’s alternative center in Southwest, Georgia, what it.
Some students come to the alternative program may need help with Anger management through counseling. Many of the students are on some type of medication at one time or another. Additional psychological testing is also offered to those students who need it. Most of the counseling is through an intake conference for Psy-Ward placement.
Through the writer’s research and according to Federal mandates resulting from the No Child Left Behind Act, educators must provide quality education to all students (Bullock, 2006; Hughes & Adera, 2006). Students, who cannot, or will not, cooperate in traditional school settings must be educated to the best possible extent (Lewis, 2002). Alternative schools have served to accommodate challenging students for decades and continue to grow for numerous reasons (Lewis, 2002). The numbers of alternative schools are increasing along with the numbers of students at-risk for school failure. These numbers increased threefold since 1997-1998 and according to the National Center for Educational Statistics, by 2001 there were 109,900 alternative schools nationwide with 613,000 students attending these schools daily. It is estimated that approximately 13% of all students attended alternative schools in 2007 (Mackinac Center for Public Policy, 2007). It is also estimated that 12% of the students in alternative schools present with learning, behavioral, or emotional disabilities (Hughes & Adera, 2006). In addition, studies show that while 12-19% of these students have disabilities, there are six times more students with emotional disturbances than with any other category. Over 30% of youths in juvenile correction alternatives present with a disability and 42% have an emotional disorder (Bullock, 2006).
Some students come to the alternative program may need help with Anger management through counseling. Many of the students are on some type of medication at one time or another. Additional psychological testing is also offered to those students who need it. Most of the counseling is through an intake conference for Psy-Ward placement.
Through the writer’s research and according to Federal mandates resulting from the No Child Left Behind Act, educators must provide quality education to all students (Bullock, 2006; Hughes & Adera, 2006). Students, who cannot, or will not, cooperate in traditional school settings must be educated to the best possible extent (Lewis, 2002). Alternative schools have served to accommodate challenging students for decades and continue to grow for numerous reasons (Lewis, 2002). The numbers of alternative schools are increasing along with the numbers of students at-risk for school failure. These numbers increased threefold since 1997-1998 and according to the National Center for Educational Statistics, by 2001 there were 109,900 alternative schools nationwide with 613,000 students attending these schools daily. It is estimated that approximately 13% of all students attended alternative schools in 2007 (Mackinac Center for Public Policy, 2007). It is also estimated that 12% of the students in alternative schools present with learning, behavioral, or emotional disabilities (Hughes & Adera, 2006). In addition, studies show that while 12-19% of these students have disabilities, there are six times more students with emotional disturbances than with any other category. Over 30% of youths in juvenile correction alternatives present with a disability and 42% have an emotional disorder (Bullock, 2006).
7 comments:
Rhonda,
This is a very interesting topic. Your blog discusses a subject that warrants further discussion. I'm impressed w/ your research. Alternative settings are appropriate for students who are not successful in a regular setting; however, many alternative programs do not truly benefit all students. All students are different, and a one stop-shop does not fit everyone.
My district has its own alternative academy which serves a variety of students with needs as you describe and also students who are not successful in the regular setting.
I also am interested in the use of virtual schools as a means of educating students who can't or do not choose to go to "regular" high school. It doesn't work for all, but can be a good alternative.
I look forward to reading your other posts.
Dr. Gates
Hi Rhonda,
For the most part we recognized that some students may be "at-risk" of not completing their education for different reasons such as teen pregnancy, personal/family crisis, substance abuse, chronic truancy and/or a history of behavior problems. Alternative schools should not be looked at as storehouses for troublemakers but a place for intervention. I think the idea behind the program must be to keep students in school, not to get them out. Approximately 2%, or roughly 280,000, of American youths receive alternative education (Grunbaum et al., 1999); evidently this number is much bigger today.
These “mini-schools” have a curriculum that differs from the traditional one as well as offering opportunities that are not offered in regular schools. Students have the right to learn and participate in activities in the least restricted environment possible. However, I believe that in some cases alternative school placements are necessary to ensure the safety of all students. Van Acker, 2007 indicates, “placement of these children within the alternative school setting is thought to … provide a more intensive and meaningful educational program to these at-risk and targeted children and youth. However, too little empirical research exists to allow us to determine the overall effectiveness of alternative educational programs or the long-term effects of treatments for youths served in alternative school settings, especially youths who display antisocial behavior.” I advise caution. Alternative school placements must not be used as a substitute for appropriate referrals for Special Education services. Proper evaluation must precede placement in an alternative school. Only when all preventive measures have taken place and regular communication between home and schools have been attempted, then alternative placement should be considered. Interventions at the family level are particularly effective (Sexton & Alexander, 2000).
After reading various articles regarding alternative education placements I came to the conclusion that we do not know enough about the effectiveness of alternative educational programs to provide a clear picture of which treatment approaches work best or about the long-term effectiveness of the treatment. Research must continue to determine which programs are more effective.
Michelle
References
*Grunbaum, J. A., Kann, L., Ross, J. G., Gowda, V. R., Collins, J. L., & Kolbe, L. J. (1999). Youth risk behavior surveillance-National Alternative School Youth Risk Behavior Survey, United States. MMWR Surveillance Summaries, 48(SS07), 1-44
*Sexton, T. L., & Alexander, J. F (2000). Functional family therapy. Family Strengthening Series, Juvenile Justice Bulletin (BBB 18948). Washington, DC
*Van Acker, R. (2007) Antisocial, Aggressive, and Violent Behavior in Children and Adolescents Within Alternative Education Settings: Prevention and Intervention. Preventing School Failure 51 no2 5-12 Winter 2007
Hello Rhonda,
Alternative education is such a "hot topic." What concerns me is that some schools may think that alternative schools serve merely as a "dumping ground" for students with behavior issues. However, as educators, we must realize that all of these students deserve the opportunity to learn how to engage in a positive learning environmentp; as well as, hopefully maximize their academic potential.
I believe my district is doing a good job addressing this issue by looking at the demographics of childrent who are entering these programs, as well as, considering other proactive approaches to address both academic and behavioral needs of students. I would love to know the final results of your research.
Thanks for sharing.
Stephanie
Hello Rhonda,
I really like your blog. I am a middle school principal in a small rural school district in North Carolina. Presently, we have two alternative schools that serve grades 6-12. The most upsetting and alarming experience is that the numbers are growing. Your data is correct because I see this everyday. Many students that get placed in the alternative school have been struggling for years, which means their pattern of behaviors are growing as the child continues to grow. Many students experience dysfunctional home life and have fallen into the "gang" want-a-be life. Trying to change this behavior is more difficult because the traditional school setting with the traditional teacher in an overcrowed classroom cannot realistically meet at-risk students'needs.How does the alternative setting help? I will say in my experience, one out of six students will return or drop out of school at age 16. As an administrator, I may not see the child again, but the follow up years later is not what you want to hear for the child. I honestly want to know what is the best environment for an at-risk behavioral student.
There are many reasons why students enter alternative schools. One of the main reasons would be the fact that the modern families are drastically different than traditional families. In traditional families, dinner time meant the family sitting down together, eating dinner and discussing their day. This was one way in which parents gauged how their children were progressing in school and to find out what was going on in the lives of their children. Alternately, in the modern family a large majority of students live in single family homes. They are rarely afforded the opportunity to talk with their parents, because the parents are usually working two or three jobs to support the family or the modern life style. According to (Fowler, 2004), because their parents and older siblings often hold down one or two jobs outside the home, children receive less attention at home than previously (p. 70). This means less mentoring, coaching, and assistance with school related issues within the modern family.
Educational policy development has to progress with the ever-changing modern family. Policymakers must equip schools with more school guidance counselors that are going to effectively work with students to solve problems.
Policymakers must also implement a curriculum to meet the needs of the students. For example, the current district has seven period classes. Students are overwhelmed. The demands brought on by school and their home environments have resulted in a large number of students departing from the educational scene altogether. The very small percentages that can afford it attend private schools.
The fact that these issues exist, and have gone unresolved points to flaws in our educational process. Educational stockholders must begin to address these problems to improve the schools. The solutions of educational stockholders are to prepare students to become responsible citizens, to improve the social conditions, to assist students in becoming economically self-sufficient, and to ensure that every student is afforded the opportunity to a quality education.
Hello Rhonda,
I am a teacher of Exceptional students and have had to refer two students to alternative sites. It was very difficult for me to do this. However, the life and education of the other students in the classroom was at risk. Alternative schools are supposed to help students deal with their behaviors while continuing to learn. Not all alternative schools are helping these students deal with behaviors. The true start begins in the regular educational setting. Before a teacher or administrator is able to refer a student to alternative school, they have to have loads of documentation that shows that the school is unable to deal with these students and has gone above and beyond the call of duty to help these students. Sometimes the help provided by schools will actually improve the students' behavior, sometimes it doesn't. So alternative school is for the most severe cases.
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