The Students Alternative Schools Serve. An Essay for the Learning Curve
Saved in:
| Title: | The Students Alternative Schools Serve. An Essay for the Learning Curve |
|---|---|
| Language: | English |
| Authors: | Kho, Adam, Rabovsky, Sarah, Urban Institute |
| Source: | Urban Institute. 2022. |
| Availability: | Urban Institute. 2100 M Street NW, Washington, DC 20037. Tel: 202-261-5687; Fax: 202-467-5775; Web site: http://www.urban.org |
| Peer Reviewed: | N |
| Page Count: | 7 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Walton Family Foundation Bill and Melinda Gates Foundation |
| Document Type: | Reports - Evaluative |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Nontraditional Education, Students, Blacks, Hispanic American Students, African American Students, Special Education, English Language Learners, Males, Equal Education, Educational Policy, Educational Research, At Risk Students, Vocational High Schools, Enrollment Rate |
| Abstract: | Alternative schools have often been excluded from education policies and research. Yet they are a relatively common education intervention for students deemed unsuccessful in their traditional schools. Increasingly, the limited accountability oversight of the alternative school sector has led to allegations of students being pushed out of mainstream schools to alternative schools to avoid accountability. To a large extent, understanding the students who attend alternative schools equates to understanding the students who are missing from traditional schools and thus current school accountability systems. This analysis of national data shows that alternative schools serve disproportionately high numbers of Black and Hispanic students, special education students, English learners, and male students, making those enrolled in alternative schools a particularly important population of students to consider in the pursuit of educational equity, but these students are commonly excluded from broader educational policies and research. |
| Abstractor: | ERIC |
| Entry Date: | 2023 |
| Accession Number: | ED625815 |
| Database: | ERIC |
| Abstract: | Alternative schools have often been excluded from education policies and research. Yet they are a relatively common education intervention for students deemed unsuccessful in their traditional schools. Increasingly, the limited accountability oversight of the alternative school sector has led to allegations of students being pushed out of mainstream schools to alternative schools to avoid accountability. To a large extent, understanding the students who attend alternative schools equates to understanding the students who are missing from traditional schools and thus current school accountability systems. This analysis of national data shows that alternative schools serve disproportionately high numbers of Black and Hispanic students, special education students, English learners, and male students, making those enrolled in alternative schools a particularly important population of students to consider in the pursuit of educational equity, but these students are commonly excluded from broader educational policies and research. |
|---|
