NCJ Number
128473
Journal
School Safety Dated: (Winter 1991) Pages: 8-11
Date Published
1991
Length
4 pages
Annotation
Alternative schools for students with behavioral problems in traditional public schools can improve behavior and learning progress for such students by providing a program better tailored to their needs.
Abstract
Alternative programs for disruptive youth share several characteristics proven successful in a number of schools. These include assignment by choice from options provided by the school district, human services, probation, or the courts; daily attendance and progress reports; continual monitoring, evaluation, and formalized passage from one step or program to another; direct supervision of all activities; administrative and community commitment to the program and its financial support; and mandatory parent and student counseling. Other characteristics of effective alternative programs are full-day attendance, with a rigorous workload and minimal time off; high performance standards; curricula addressing cultural and individual learning style differences; clear and consistent goals; a democratic climate; and motivated and culturally diverse staff. An evaluation of five schools having many of these characteristics showed a general decline in problem behaviors over the 14 months of the study. The study found that self-esteem attitudes were an important variable in changing disruptive behavior. Additionally, locating classes in separate buildings during the school day and a flexible staff were significant success factors.