K-12 EDUCATION

ALTERNATIVE
EDUCATION
MODELS AND
STRATEGIES

Hanover Research provides an overview of research

on alternative schools and programs.
 INTRODUCTION

INTRODUCTION
While traditional K-12 education meets the needs of most students, 64% of
school districts across the nation offer at least one alternative school or program
designed to “address the needs of students that typically cannot be met in regular
schools.” Alternative education encompasses any non-traditional educational
activity, and most commonly serves middle or high school students. Alternative
education delivery can occur within traditional schools or at separate sites.
The three most common alternative education models are:

• Alternative schools, typically housed in a separate facility, requiring

students to leave their regular school.

• Alternative programs, typically housed within regular schools.

• Targeted, school-based support strategies, i.e. academic, behavioral, and

health services provided in the school setting.
Alternative education can serve many types of students to meet a range of goals,
such as helping students earn academic credits, providing career preparation and
credentials, or assisting students in transitioning out of a detention or treatment
program and back into traditional schools. The services provided by an alternative
school or program depend on the program’s purpose and the specific population
served, but may include: regular academic instruction, counseling, behavioral
services, social skills and support services, and career education.
This research brief describes the types of alternative education services
that school districts may provide, and summarizes the research evidence
supporting each type of alternative education model.

ACKNOWLEDGEMENTS
Contributions to this publication were made by the following Hanoverians:
Chief Content Officer: Anil Prahlad
Project Leads: Leila Nuland, Meagan Gregory
Contributors: Laura Baker, Kristen Campbell, Rachel Dotter, Michael Leshner
Editorial Team: Amanda Lockhart, Erin Morris, Jamal Russell-Black, Jordan Wells
Designed by: Johanna Mora, Louisa Smith

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 TA B L E O F C O N T E N T S

TA B L E O F C O N T E N T S

03 INTRODUCTION

04 I. ALTERNATIVE SCHOOLS (SEPARATE SITE)

04 CHARTER SCHOOLS

05 MAGNET SCHOOLS

06 CAREER AND TECHNICAL EDUCATION PROGRAMS

06 DROPOUT PREVENTION AND CREDIT RECOVERY SCHOOLS

07 II. ALTERNATIVE PROGRAMS (SAME SITE)

07 SCHOOL-WITHIN-A-SCHOOL PROGRAMS

08 RESOURCE PROGRAMS

09 III. DIAGNOSTIC: CHECKLIST FOR

EVALUATING ALTERNATIVE EDUCATION MODELS

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 I . A LT E R N A T I V E S C H O O L S ( S E PA R A T E S I T E )

I. ALTERNATIVE SCHOOLS (SEPARATE SITE)

Alternative schools encompass a variety of alternative education options including charter schools, magnet
schools, and career and technical education programs.

TYPES OF ALTERNATIVE SCHOOLS

MODEL DESCRIPTION STUDENTS SERVED RESEARCH SUPPORT

Charter Charter schools are privately • A variety of Mixed Findings. Research

Schools managed, taxpayer-funded
schools that have increased
flexibility and autonomy.
students across suggests that locally-and
grade levels state-managed charter
schools with strong
instructional supports
can be effective.

Magnet A magnet school or program • A variety of Mixed Findings. Research

Schools typically has an academic or students across suggests that magnet
social focus on a theme (e.g., grade levels schools may improve
STEM, performing arts) and behavioral and academic
intends to attract students of • Minority and/or outcomes.
different racial, ethnic, and/or low-SES
socioeconomic backgrounds. students

Career and CTE programs blend rigorous • Typically high Positive Findings. Research
Technical academics with career school, and suggests that participation
Education (CTE) preparation to prepare occasionally in a CTE program improves
Programs students for college and/or middle school graduation rates for at-risk
careers. students students.

Dropout Dropout prevention and • High school Positive Findings. Research

Prevention and credit recovery schools (often students at- suggests that alternative
Credit Recovery referred to as “alternative risk of not high schools can improve
Schools schools”) provide students graduating graduation rates for at-
at-risk of not graduating with risk students but that
an alternative pathway. • Students with program effectiveness
academic, ranges by program type and
behavioral, and/ implementation.
or emotional
needs

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 I . A LT E R N A T I V E S C H O O L S ( S E PA R A T E S I T E )

CHARTER SCHOOLS SPOTLIGHT:

Although part of the publics school system,
charter schools typically have their own
appointed school board. An individual or
organization hoping to open a charter school
must apply to an “authorizer,” which may be a
local school district, state education agency,
a charter board, or a non-profit organization.
To enroll in a charter school, students typically
apply for admission, and schools may hold a
lottery when the number of applicants exceeds
the number of available seats. Evidence is
mixed as to the effect of charter schools on
student achievement in comparison to that of
traditional schools. The National Education
Association notes that studies “show very small
differences [between the two models], some
favoring traditional district schools and some
favoring charter schools.” The University of
Wisconsin Population Health Institute similarly
notes that there is mixed evidence regarding the
effectiveness of charter schools—“when effects
are averaged… charter schools demonstrate
similar outcomes to traditional schools overall.”
However, charter school management may be associated with student outcomes, with some studies showing
that charter schools authorized by districts, states, and regional education agencies outperform those
authorized by non-profits.
LOWELL MIDDLESEX ACADEMY
CHARTER SCHOOL
Lower Middlesex Academy Charter School
(LMACS) in Lowell, MA primarily serves students at
risk of dropping out or who have left school prior
to graduation. LMACS offers a general curriculum,
career preparation opportunities, English learner
courses, special education instruction, and access
to dual enrollment courses at the local community
college. Students are grouped by “phases”—rather
than grade level—based on how many credits they
have earned toward high school graduation. The
core academic curriculum is supplemented by daily
advising; courses in life skills, ethics, and health;
and a requirement that students complete a 50-
hour internship. The Boston Globe and the Rennie
Center for Education Research & Policy have
recognized LMACS for its “track record of success”
and “powerful learning partnerships” that promote
college and career readiness.

MAGNET SCHOOLS
A magnet school or program is “designed to attract students of different racial/ethnic backgrounds for the
purpose of reducing, preventing, or eliminating racial isolation; and/or to provide an academic or social
focus on a particular theme (e.g., science/math, performing arts, gifted/talented, or foreign language).” A
single district or group of districts may operate a magnet school. Similar to the charter school system,
students may apply to attend magnet schools, which are part of the public education system.
Research suggests that magnet schools may improve behavioral outcomes; however, findings are mixed
as to their effects on student achievement. Some studies have found an association between magnet
school attendance and positive effects on student achievement, student body diversity, graduation rates,
and students’ attitudes and behavior. However, o t h e r s t u d i e s f i n d t h a t , w h i l e m a g n e t s c h o o l s
m ay i m p r o v e b e h av i o ra l o u t c o m e s , t h e y h av e n o e f f e c t o n a c h i e v e m e n t .

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 I . A LT E R N A T I V E S C H O O L S ( S E PA R A T E S I T E )

SPOTLIGHT: LINCOLN MAGNET SCHOOL

Lincoln Magnet School (LMS) in Springfield, IL is a technology magnet school
that uses technology to enrich and empower students in Grades 6 to 8. All district
students are eligible to apply to LMS through a lottery system. The school offers
learning based on the International Society for Technology in Education’s learning
standards; career education and “real-world” learning opportunities; accelerated
math courses; and extracurricular opportunities such as an after-school enrichment program emphasizing
“logic, mathematical thinking, and experimental scientific thinking.” The school was recognized as a “High
Performing National Blue Ribbon School in 2011 and as a “Apple Distinguished School” from 2009 to 2014.

CAREER AND TECHNICAL EDUCATION PROGRAMS

Career and technical education (CTE) programs
combine academics and career readiness to
prepare students to be college and career ready.
Students can receive CTE instruction either within
a comprehensive high school or at a designated
CTE center or technical school.
Research indicates that participation in CTE
increases graduation rates. A recent review of
CTE studies found “strong evidence” that CTE
participation improves graduation rates, and some
evidence that CTE participation improves post-
secondary, employment, and earnings outcomes.
On average, CTE participation increases graduation
rates for at-risk students by 16 percent, with the
effects stronger for male students and students
from low-income families.
DROPOUT PREVENTION
AND CREDIT
RECOVERY SCHOOLS
Schools that focus on dropout prevention—often
referred collectively to as “alternative schools” and
considered separately from charter, magnet, and CTE
SPOTLIGHT:
MONTACHUSETT REGIONAL
VOCATIONAL TECHNICAL SCHOOL
Montachusett Regional
Vocational Technical School,
located in Fitchburg, MA,
offers 21 rigorous programs
that combine academic and
vocational education to prepare students
for both college and careers. Programs
focus on career pathways in fields
such as information technology, health
occupations, masonry, and engineering.
The Cooperative Education program
allows Grade 11 students to combine
their classroom work with applied work
experience through part-time internships
with local businesses. Further, graduation
requirements ensure that students will be
eligible for enrollment in higher education
institutions, and the school’s students have
higher four-year graduation rates than the
state average.

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 I I . A LT E R N A T I V E P R O G R A M S ( S A M E S I T E )

SPOTLIGHT: READY PROGRAM

The Regional Alternative for Development Youth (READY) Program provides alternative
schooling for students found guilty of misconduct. The program serves Grades 6 to 12
students in districts within two counties in Illinois who have been suspended or expelled,
have a criminal history, or who were involved in misconduct. Students are relocated from their
home schools to the READY program for a minimum of 18 weeks. Components of the program include service-
based projects, social skills training, job training, internship opportunities, and mental health support services.
Further, the student-teacher ratio is 10:1, much lower than the state average of 19:1.

schools and centers—vary widely in purpose, student subgroups served, curriculum, and setting. While some
alternative schools may aim to prepare students to return to their regular schools, many provide a permanent
alternative route to graduation. Alternative school models that support students who are at-risk of dropping
out include residential school, summer school, second-chance school, and early college high schools.
Research indicates that alternative high schools for at-risk students can increase graduation rates.
On average, alternative schools result in a 15.5 percent increase in graduation rates for at-risk students.
However, the design and implementation of alternative high schools for at-risk students can vary widely,
which impacts their effectiveness. Poor attendance rates and inadequate staffing and high turnover, for
example, may negatively affect student outcomes.

II. ALTERNATIVE PROGRAMS (SAME SITE)

Alternative programs are alternative education offerings housed within regular schools. Types of
alternative program models include school-within-a-school and resource rooms or resource teachers.

TYPES OF ALTERNATIVE PROGRAMS

MODEL DESCRIPTION STUDENTS SERVED RESEARCH SUPPORT

A school-within-a- • High school students Limited positive findings.

school program is a at-risk of not graduating Some research suggests
“mini-school” within a that career academies, a
traditional school that • Students with emotional or common type of
School- serves a particular behavioral issues school-within-a-school
Within-A- group of students who program, may improve
take classes together. • Students who struggle graduation rates and post-
School Programs with anxiety or substance secondary outcomes.
abuse issues

Students may receive • Students across grade Limited positive findings.

alternative education levels with a variety of Research suggests that
services through academic, behavioral, and small-group and individual
pull-out instruction social needs interventions provided
Resource provided in a in separate classes can
Programs resource room. effectively support
higher-risk students’
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behavioral outcomes.
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 I I . A LT E R N A T I V E P R O G R A M S ( S A M E S I T E )

SCHOOL-WITHIN-A-SCHOOL PROGRAMS
School-within-a-school programs may serve a variety of students, including those with
emotional and behavioral issues and/or who are at risk of not graduating. A school-within-
a-school program is unit or learning community within a traditional school that focuses on a particular
learning area or style. Students participating in a school-within-a-school may take classes only in the
program or in addition to mainstream classes. Districts may deliver CTE through a school-within-a-school
model rather than a separate site model, which may provide increased access and convenience.

Career academies are a common type of school-within-a-school program originally intended to support
high school students who are at risk of dropping out. Some research suggests that career academies
may improve graduation rates and post-secondary outcomes. A study that meets The What Works
Clearinghouse’s rigorous quality standards suggests that career academies may have a positive effect on
completing high school. Other evidence suggests that career academies can raise future earnings and may
increase the likelihood of completing complete college-required coursework.

RESOURCE PROGRAMS
Students may also participate in an alternative education program based in a resource room.
This program model parallels the special education “pull-out” model where students receive
support in an individual or small group setting for part of the day in a separate room. Programs based in
resource rooms may address a variety of students’ cognitive, behavioral, and social needs, as well as provide
counseling supports. A meta-analysis of research on school-based interventions to address aggressive and
disruptive behavior—many of which involve “pulled-out” small-group or individual supports—indicates that this
model can be effective in improving behavioral outcomes, especially when interventions are well-implemented
and target higher-risk students.

SPOTLIGHT: MONOMOY REGIONAL HIGH SCHOOL’S ALTERNATIVE LEARNING PROGRAM

The Alternative Learning Program in Monomoy Regional High School in Harwich, MA

is designed for any student who would to like to learn in a smaller setting. The program
is open to any student who wishes to apply; however, the program targets students who
have experienced personal challenges at home or social and emotional challenges. In the
morning, students have core academic instruction in a small, contained classroom. In the afternoon, students
participate in career, job, service, and community learning. The Rennie Center for Education Research &
Policy recognized Monomoy’s program in a recent review of alternative education as an example of quality
alternative learning in a small district with “limited financial resources.”

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 III. DIAGNOSTIC: CHECKLIST FOR EVALUATING ALTERNATIVE EDUCATION MODELS

III. DIAGNOSTIC: CHECKLIST FOR EVALUATING

ALTERNATIVE EDUCATION MODELS
Districts can use the Checklist to evaluate the current status of their alternative education models, or as a guide
for developing alternative education models. (Circle the answer)

Vision
YES NO Does the alternative school or program have a clear vision statement, purpose, and objective?

Results Orientation
YES NO Does the alternative school or program use data to monitor student progress and develop goals?
Strategic Financing
YES NO Does the alternative school or program have adequate funding sources?
Adaptability
Is the alternative school or program able to adapt to changes in its community,
YES NO
financial situation, and education policies?
Internal Systems
Does the alternative school or program have established internal processes
YES NO
in the areas of finance, human resources, information technology, and communication?
Sustainability plan
YES NO Does the alternative school or program have stated goals and a plan to meet those goals?
Diversity
YES NO Do student selection efforts promote equal access for all students?
YES NO Do district and school policies and activities promote the integration of a wide variety of students?
Innovative Curriculum and professional development
YES NO Are all activities aligned to the alternative school or program’s purpose?
YES NO Is time dedicated to job-embedded training and collaborative planning?
Academic Excellence
Does instruction involve collaboration among students, formative assessment, and
YES NO
multiple intervention levels?
YES NO Is there evidence of improved student academic performance?
High Quality Instructional Systems
YES NO Does the alternative school or program’s leadership recognize exceptional teachers?
YES NO Are teachers provided adequate professional development and support?

YES NO Does the district or school support the alternative school or program in terms of resources and decision-making?

Family and Community Partnerships

Does the alternative school or program engage in partnerships with community organizations and
YES NO
businesses?
YES NO Does the alternative school or program actively involve families in its operations?
YES NO
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Does the alternative school or program regularly communicate with families?
Source: Magnet Schools of America and Magnet Schools Assistance Program
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 SOURCES

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