The Value of Alternative Schools as a Substitute for Traditional Public Schools

This cross-sectional survey research was focused on high school counselors and administrators, who are responsible for recommending high school students for alternative placement. Alternative schools have historically been places where students go who have been excluded from the mainstream school population. Past research has shown that excluding children for behavioral purposes is counterproductive and has a higher-than-average probability of leading to negative outcomes for those children. The purpose of this study is to revise guidelines that can be put in place at traditional high schools to allow for greater flexibility in determining if a student is eligible for alternative placement. This is done so that students who can benefit, but are not behavioral issues, can have a chance at something that may be beneficial to them. Understanding the students who may fit this mold was the underlying driver of the study.

Seventy-five high school counselors/administrators participated in the study. Data was collected through Likert-scale questions and a short response on proposed guidelines and the medium in which they are presented. The research found that most professionals surveyed believe that students who fail multiple classes, are chronically absent, and students who repeatedly skip classes could find alternative school beneficial. Other topics were presented, some seen more favorably than others, and were included in the final proposed product.