Alternative Education Complex: A Comprehensive Definition

In today’s evolving educational landscape, alternative education has gained recognition for fostering independent thinking among students. It refers to any program or schooling approach that differs from the standard classroom setting found in traditional institutions. By promoting student-led learning, alternative education provides opportunities for students to explore diverse perspectives, ask questions, and develop their own viewpoints. Developing critical thinking is at the heart of alternative education. Independent thinking is a crucial skill that empowers students to analyze information, form opinions, and solve problems without relying solely on authority figures. Independent thinking isn’t just a skill used in the classroom-it’s essential for success in real-world situations. By nurturing independent thinkers, alternative education ensures that students are well-equipped to succeed in a world that values adaptability, creativity, and critical analysis.

Defining Alternative Education

Alternative education refers to any program or schooling approach that differs from the standard classroom setting found in traditional institutions. Like many terms in education, Alternative Education has been used to define any number of learning environments. A commonly accepted definition of alternative schools is not currently available and our review of state-level legislation/policy suggests that considerable variation exists in definitions across states. (Department of Education, 2002, p.55). Alternative education is designed for students who are at-risk of educational failure.

Core Characteristics

In their review of the literature, Lange & Sletten (2002) found that alternative schools are generally characterized as having small enrollment, one-on-one interaction between teachers and students, supportive environments, opportunities and curriculum relevant to student interests, flexibility in structure, and an emphasis on student decision-making (Barr, 1981; Gold & Mann, 1984; Morley, 1991; Natriello, McDill, & Pallas, 1990; Young, 1990).

Target Students

Most educators, researchers, and policymakers do seem to agree that alternative schools are designed for students at risk of school failure (Raywid, 1994). Alternative education is designed for students who are at-risk of educational failure. Alternative education programs are ideal for people who think college education is not a requirement for becoming successful entrepreneurs.

Alternative Education in the United States

In the United States, there has been tremendous growth in the number of alternative schools in operation since the 1970s, when relatively few existed. Some alternative schools are for students of all academic levels and abilities who are better served by a non-traditional program.

Read also: Transforming education with NAEA

Community Involvement

Another common element of alternative schools in the United States has been the use of community resource professionals in various disciplines who serve as instructors on a part-time, volunteer basis. Depending upon the type of student going into an alternative school, this has sometimes caused friction with the teachers in conventional schools. The Leonia Alternative High School of the 1970s in New Jersey, which placed a heavy emphasis on the use of community resource instructors, ended up in a protracted battle with the local teachers union, resulting in the school eventually closing.

Serving At-Risk Students

The USA is attempting to serve an increasing number of a good number of at-risk students outside the conventional highs schools. There are Alternative Education Campuses that cater to dropouts or those who have been expelled from their schools.

Alternative Education Models

Several alternative education approaches prioritize independent thinking by shifting the focus from passive learning to active engagement. How alternative education encourages independent thinking is evident in the way these programs allow students to explore perspectives, develop problem-solving abilities, and challenge conventional thinking.

Unschooling

The Huffington Post cited options in alternative learning like Home School, Micro Schooling, and Unschooling. The concept of Unschooling means the student learns according to the way that person wants for specific reasons and choice. The individual gets help from teachers, parents, books, or formal classes but makes the final decision on how to proceed and according to his or her preferred schedule.

Micro-Schools

Micro-schools or independent free schools differ in approach, size, and authority. These are contemporary one-room schools, full-time or part-time facilities, or learning centers that are owned and managed by teachers or parents. Some parents choose this non-traditional system over formal education because it teaches youngsters to look for practical solutions.

Read also: Segregation to Second Chances

Global Perspectives on Alternative Education

Alternative education manifests differently across the globe, reflecting diverse cultural values and educational philosophies.

United Kingdom

In the United Kingdom, 'alternative school' refers to a school that provides a learner centered informal education as an alternative to the regimen of traditional education in the United Kingdom. There is a long tradition of such schools in the United Kingdom, going back to Summerhill, whose founder, A. S. Neill, greatly influenced the spread of similar democratic type schools such as the famous Dartington Hall School, and Kilquhanity School, both now closed.

Canada

In Canada, local school boards choose whether or not they wish to have alternative schools and how they are operated. The alternative schools may include multi-age groupings, integrated curriculum or holistic learning, parental involvement, and descriptive reports rather than grades.

France

In French secondary education, alternative middle schools (collèges) and high schools (lycées) are referred to respectively by the terms collège expérimental and lycée expérimental. These schools employ a range of non-traditional teaching and learning methods, including dividing the school day into disciplinary classes and classes that support creativity and individual growth, and the removal of the traditional headmaster role. Many of these schools cater partially or fully to students with learning or behaviour difficulties.

Germany

Germany has over 200 Waldorf schools, including the first such school in the world (founded 1919), and a large number of Montessori schools. Each of these has its own national association, whereas most other alternative schools are organized in the National Association of Independent Alternative Schools (). Full public funding is given to laboratory schools researching school concepts for public education.

South Korea

In South Korea, alternative schools serve three big groups of youth. The first group is students who could not succeed in formative Korean education. Many of these schools serve students who dropped out during their earlier school years, either voluntarily or by disciplinary action. The second group is young immigrants. As the population of immigrants from Southeast Asia and North Korea is increasing, several educators started to see the necessity of the adaptive education, specially designed for these young immigrants. Because South Korea has been a monoethnic society throughout its history, there is not enough system and awareness to protect these students from bullying, social isolation, or academic failure. The other group is students who choose an alternative education because of its philosophy. Korean education, as in many other Asian countries, is based on testing and memorizing. Some students and parents believe this kind of education cannot nurture a student thoroughly and choose to go to an alternative school, that suggests a different way to learn for students. The major struggle in alternative schools in South Korea are recognition, lack of financial support, and quality gap between alternative schools. Although South Korean public's recognition to alternative education has deliberately changed, the progressive education still is not widely accepted. To enter a college, regular education is often preferred because of the nation's rigid educational taste on test result and record. Hence, many alternative schools are at risk of bankruptcy, especially the schools that do not or cannot collect tuition from their students. Most Southeast Asian and North Korean immigrant families are financially in need, so they need assist from government's welfare system for their everyday life. It is clear that affording private education is a mere fantasy for these families. That phenomenon, at last, causes a gap among alternative schools themselves.

India

India has a long history of alternative schools. Vedic and Gurukul systems of education during 1500 BC to 500 BC emphasized on acquisition of occupational skills, cultural and spiritual enlightenment in an atmosphere which encouraged rational thinking, reasoning among the students. Hence the aim of education was to develop the pupil in various aspects of life as well as ensure social service. However, with the decline of the local economies and the advent of the colonial rulers this system went into decline. Some notable reforms like English as the medium of instruction, were introduced as recommended in Macaulay's Minute in the year 1835. The mainstream schools of today still follow the system developed in the colonial era. In the years since independence, Government has focused on expansion of school network, designing of curriculum according to educational needs, local language as the medium of instruction, etc. By the end of nineteenth century, many social reformers began to explore alternatives to contemporary education system. Vivekananda, Dayanand Saraswati, Jyotiba Phule, Savitribai Phule, Syed Ahmed Khan were the pioneers who took up the cause of social regeneration, removal of social inequalities, promotion of girl's education through alternate schools. In the early twentieth century educationists create models of alternative schools as a response to the drawbacks to mainstream schools which are still viable. Rabindranath Tagore's Shanti Niketan, Jiddu Krishnamurthy's Rishi Valley School, Sri Aurobindo and Mother's Sri Aurobindo International Center for Education, and Walden's Path Magnet School are some of the examples. An upsurge in alternative schools was seen in 1970's onward.

Alternative Programs in Minnesota

The Minnesota Department of Education alternative education mission is to provide viable educational options for students who are experiencing difficulty in the traditional system. The first legislated State-Approved Alternative Programs (SAAP) began in 1988 with four sites serving 4,000 students. Today, nearly 160,000 students access alternative education on a part-time or full-time basis. This represents about 18 percent of Minnesota public school students.

SAAP Classifications

State-Approved Alternative Programs (SAAP) are classified as Area Learning Centers (ALC), Alternative Learning Programs (ALP), Contracted Alternative Programs (CAP), and Targeted Services for students in kindergarten through grade 8. They are learning-year programs and are funded with General Education Revenue. Students are eligible to generate up to 1.2 average daily membership (ADM) for their district. There were 240 Area Learning Centers, 50 Alternative Learning Programs, 16 Contracted Alternatives and 236 Targeted Services programs during the 2019-20 school year. SAAPs are year-round and may be offered during the day and after school.

Key Characteristics of SAAPs

They are characterized by smaller class sizes and using a hands-on/experiential approach to learning. Instruction is designed to meet individual student learning styles and academic needs. Teachers build connections with students and focus on vocational and career skills. Some programs also offer independent study options.

Governance of SAAPs

State-Approved Alternative Programs are governed by these Minnesota statutes:

The Graduation Incentives Program defines the criteria used to identify at-risk students (Minn. Stat. 124D.68, subd. 2 [2021]).
Participation in the SAAP is optional, and students cannot be mandated to attend (Minn. Stat. 124D.128, subd. 3 [2021]).
All SAAPs are Learning Year Programs and are to provide instruction throughout the year (Minn. Stat. 124D.128, subd. 1 [2021]).
Each student must have a Continual Learning Plan (CLP), developed annually, to outline the steps necessary for grade promotion and/or graduation (Minn. Stat. 124D.128, subd. 3 [2021]).
Information must be disseminated to students and families regarding alternative education options (Minn. Stat. 124D.68, subd. 6 [2021]).
Students in a SAAP have access to the district’s programs and resources (Minn. Stat. 123A.05, subd. 3 [2021]).
Nonresident pupils are able to attend a SAAP without consent on the district of residence (Minn. Stat. 123A.05, subd. 4 [2021])
SAAPs are funded with General Education Revenue and students are eligible to generate up to 1.2 Average Daily Membership (ADM), the basis on which schools generate per pupil funding, (Minn. Stat. 126C.05, subd. 15 [2021]).
Independent Study programs, a separate approval process, generate funding through a combination of work completion and teacher instructional time (Minn. Stat. 126C.05, subd.

Alternative Education Complex in California

This is why a new alternative education program in the central valley of California is trying to redefine what alternative education means. The campus features three distinct programs. They are Farber Online (K-12), Farber Independent Study (9-12) and Farber Credit Attainment (9-12).

Community Engagement

“It was a place where dreams went to die,” said Farber Principal Carson Wood. According to Wood, the initial vision of the school was to be a place where students collaborated with local officials, experts and partners in order to address real local problems in the community. The school has identified over 100 local partners and is challenging teachers and students to connect with these partners and create projects around addressing real world local problems and needs. Currently, Farber has partnered with the Civic Education Center and has 12 teachers in a focused civic engagement cohort. Current projects include, but are not limited to topics such as Gang Violence, Food Insecurity and Food Deserts, Racism, a Student Bill of Rights, Mental Health and Trauma, Affordable Housing, Domestic Violence, Crime, Local Water Quality, Owl Protection and Invasive Plant Impact on the Environment.

SHIFT Model

Farber has created a way to both organize and brand some project pursuits. It’s called SHIFT which stands for Sustainability, Housing, Innovation, Food and Technology. “Teachers can opt in anytime and work to develop projects addressing real world problems that connect to SHIFT,” said Wood. “This is a way for teachers and students to connect to an overarching project community. “I think that SHIFT is an amazing approach and opportunity for students to gain authentic, hands-on learning experiences. Often, our students are dismissed because they attend an alternative school,” said Science Teacher Jadrian Ejercito. “Through our SHIFT model at Farber, students can cultivate the seeds for a brighter local community and beyond,” said Wood.

CTE Programs and Partnerships

Students can participate in four different CTE programs including Cyber Security, Logistics, Multimedia & Video Production, and Public Safety. This new program has already established itself as a unique and powerful learning environment. As an example, instructor Jonathan Hinojosa uses the 10,000 square foot warehouse and the program to support work around food insecurity by partnering with the Central California Food Bank. Currently, the students facilitate a monthly full choice food pantry, as well as support five elementary schools food programs. In addition to the food bank, the program has also partnered with industry professionals such as Amazon. Currently, Amazon is developing an apprentice type program with Farber. It is being called the Amazon Future Leaders Program. “Students who complete our Logistics Program and Amazon’s pre-employment program would be eligible and would start at Amazon on a two-year employment plan,” said Hinojosa. Principal Wood admits that the school and its three programs are really just getting started. “We have a great vision and truly unique opportunities here,” he said. “Now, it’s up to us to fully realize our vision and potential.

Key Considerations and Challenges

While alternative education offers numerous benefits, it also faces several challenges and considerations that need to be addressed for its effective implementation and success.

Recognition and Acceptance

Although South Korean public's recognition to alternative education has deliberately changed, the progressive education still is not widely accepted. To enter a college, regular education is often preferred because of the nation's rigid educational taste on test result and record.

Financial Support

Hence, many alternative schools are at risk of bankruptcy, especially the schools that do not or cannot collect tuition from their students. Most Southeast Asian and North Korean immigrant families are financially in need, so they need assist from government's welfare system for their everyday life. It is clear that affording private education is a mere fantasy for these families.

Quality Gap

That phenomenon, at last, causes a gap among alternative schools themselves.

Friction with Traditional Schools

Depending upon the type of student going into an alternative school, this has sometimes caused friction with the teachers in conventional schools.

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Alternative Schools and Students with Disabilities

Interest in alternative schools and the students they serve has increased dramatically during recent years. New legislation focused on alternative schools has been enacted in many states, numbers of alternative schools and programs are on the rise, and grants supporting research related to alternative schools have been made. Findings from a recent national survey estimate that there were 10,900 public alternative schools and programs for at-risk students in the United States in 2000-2001 (Kleiner, Porch, & Farris, 2002). Results from this survey also indicate that about 12% of all students in alternative schools and programs for at-risk students were special education students with Individual Education Programs (IEP). Although this percentage is not significantly different from the overall percentage of special education students with IEPs enrolled in all public schools during the 2000-2001 school year, the percentage of special education students varied widely between districts, ranging from 3% to 20%. State-level research conducted in Minnesota found that students with emotional/behavioral disabilities were attending alternative programs in much higher proportions than traditional public schools (Gorney & Ysseldyke, 1993).

Enrollment and At-Risk Status

In Minnesota, students can choose to attend an alternative program if they meet one or more criteria for at-risk status described in the High School Graduation Incentive Law established in 1987 (e.g., pregnant or parent, chemically dependent, behind in credits, or suspended or expelled). One study of Minnesota alternative programs found that 19% of enrolled students were identified as having a disability and over 50% of those students were identified as having an emotional/behavioral disorder (Gorney & Ysseldyke, 1993). On average, when differences in “high risk” indicators such ethnicity and socioeconomic status are statistically controlled, students with disabilities are among those at greatest risk of not completing school. Statistics show that the rate of dropout for students with disabilities is nearly twice that of general education students (Blackorby & Wagner, 1996). Of those students with disabilities who do not complete high school, about 36% are students with learning disabilities and 59% are students with emotional/behavioral disorders (Blackorby & Wagner, 1996).

Facilitating Factors

The characteristics of some alternative schools that facilitate successful school completion for those at risk of dropout - such as extra support/counseling for students, smaller and more personal settings, positive relationships with adults, meaningful educational and transition goals, and emphasis on living and vocational skills (Dynarski & Gleason, 2002; Fuller & Sabatino, 1996; Lange, 1998; Marder, 1992) - may also be the elements necessary to keep students with disabilities in school.

IDEA and Interim Alternative Education Settings (IAES)

The enrollment of students with disabilities in alternative schools may also be affected as a result of protections offered through amendments to the Individuals with Disabilities Education Act (IDEA) that were put into place in 1997 (Bear, Quinn & Burkholder, 2001). Students with disabilities who are expelled or suspended for more than 10 days must continue to receive services in an Interim Alternative Education Setting (IAES). These settings must allow students to continue to progress in the general curriculum, receive service and modifications as described in the IEP, and address the behavior that led to the IAES placement in order to prevent the behavior from recurring (IDEA, 1997; 34 CFR 300.522). Students with disabilities may be placed in an IAES for up to 45 days as a disciplinary measure. Subsequently, alternative schools and programs that serve these students are required to work with the originating school to provide special education services in accordance with the students’ IEPs.

Limited National Research

While there are some state-specific studies (Lange & Lehr, 1999) examining alternative schools in elation to students with disabilities, there is very little national research documenting the extent to which and how students with disabilities are being served in these settings. The lack of information makes it difficult to draw any conclusions about the specific challenges that the presence of students with disabilities may present to the programs, impact on services provided, or the significance of this educational option for students with disabilities.

State Directors' Perceptions

Telephone interviews were conducted with state directors of special education nationwide to obtain their perceptions of alternative schools in their state and issues for students with disabilities. The interview was designed to gather information about how alternative schools operate across the nation. We were particularly interested in (a) the characteristics of the state’s alternative schools and programs as perceived by state directors of special education, (b) students with special needs (e.g., those who receive special education) in relation to alternative schools/programs, and (c) the state education agency’s role and involvement in alternative schools/programs. The majority of respondents indicated that students enrolled in alternative schools both as a result of choice and as a result of placement. Placement suggests that the alternative school is viewed as a “last resort,” and enrollment is usually not voluntary. Enrollment by choice implies that the alternative school is a desirable option under the control of the student or parent. Nearly 65% of the respondents indicated that students were placed in alternative schools as a result of a decision made by someone other than the student or parent (usually school staff). Students are often placed in alternative schools as an alternative to or following suspension or expulsion. In other cases, students may be referred to alternative schools after attending juvenile detention centers.

Setting and Educational Delivery

About one-third of the respondents indicated that alternative schools are housed in separate buildings off-campus. One-third of the respondents also indicated that alternative schools were housed within traditional public schools-, sometimes in a separate wing of the school or in a designated classroom. When asked to describe alternative schools, respondents most frequently emphasized a disciplinary orientation and a focus on improving behavior. Alternative schools were often described as settings for students who were having difficulty adjusting to the regular classroom environment or who experienced disciplinary problems in school. One type of scenario described mandatory attendance and exit contingent upon achieving and exhibiting appropriate behavior and academic progress while assigned to the alternative school. Characteristics commonly associated with alternative schools across at least one-third of the states included small size (e.g., class size, overall enrollment, or student/teacher ratio) and flexibility. Respondents described alternative schools as offering a creative curriculum - one that was innovative and incorporated hands-on or experiential learning relevant to student interests or needs. One-quarter of the respondents suggested that many alternative schools also used a core curriculum tied to state requirements or graduation standards. Respondents also noted that alternative schools offered a vocational, career planning or service learning component as part of their curriculum.

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