The case for alternative education at the high school level

1. Allowed to Learn? The case for alternative education at the high school level Results & discussion from surveys and interviews with alternative and mainstream educators Allowed to Teach? Laura Taylor – Final research Project, MPA May 2007 Images from Microsoft open clipart library

2. “No one has yet fully realized the wealth of sympathy, kindness and generosity hidden in the soul of a child. The effort of every true education should be to unlock that treasure. “ --Emma Golding But in traditional high schools is that even possible? “In public education, we're taking a diverse group of students and attempting to push them through a one size fits all model and many students slip between the cracks.” -- Survey Respondent Is there enough time? “I have to answer to so many different people, IEP meetings, paperwork for all the kids. Plus they are in classes of 28-30 kids and I just don't have time to deal with them.” -- Survey Respondent Is integrating skills beyond the core curriculum an answer? “For too long we have used the same methods and learning environments. We continue to see truancy, failures, at-risk behaviors, gender differences. Something needs to be done differently.” -- Survey Respondent Images from Microsoft open clipart library

3. Slipping through the cracks “Over one million students are reported as high school dropouts annually” -- National Center for Education Statistics • Many students do not fit into the learning environment of the traditional high school • Traditional high schools cannot incorporate emotional competency and the uniqueness of every student • They are simply too large, understaffed and underfunded • Alternative high schools provide a productive learning experience for students that can maximize their potential

4. Data Collection “Do you actually work in a school or do you just talk about it? ” -- Survey Respondent • 15 question survey submitted to 117 teachers at Lincoln High School -- Eau Claire, WI • 56 (48%) Respondents completed the survey covering both multiple choice and open ended questions • Structured interviews with principals from the following alternative high schools: • Malcom Shabazz City High School • East High School Alternative in Madison Wisconsin • The Transitional Learning Center in Madison Wisconsin

5. Emotional Competency “I feel deeply that today's students are lacking social skills, strong values, and self-confidence. They lack direction, affection, and accountability at home, which makes it difficult to expect these things when they come to school. We could adapt our curriculum to teach these skills, but we are already overloaded. Is it our job to teach social skills?“ -- Survey Respondent Q12: Does the curriculum encourage focus on emotional competency? “WTF is 'emotional competency'? This is not in the curriculum. Peers and parents have this responsibility, not teachers.” -- Survey Respondent • Understanding the difference between thinking, feeling and acting • Managing feelings such that they enhance learning • Integrating emotions with academics is key to life-long success

6. Emotional Competency “On the other hand, if we don't who will? I firmly believe that every teacher is doing his/her best, but with so many students and so many mandates, there simply is no time and resources to do justice to every child. “ -- Survey Respondent Q8: I have adequate time in the classroom to address the diverse and individual needs of my students. “There is never 'enough' time, especially as classroom numbers rise and support is reduced because of budget issues.” -- Survey Respondent

7. School Mission Statements Eau Claire Lincoln Memorial High School Malcom Shabazz City High School The Eau Claire Memorial High School staff, in partnership with students, parents, and community, will educate students in a safe, nurturing, supportive learning environment. Students will develop life-long learning skills, mutual respect, positive self-regard, and active citizenship. The mission of Malcolm Shabazz City High School is to create a harassment-free/anti-discriminatory learning environment where all people, regardless of previous academic performance, family background, socio-economic status, beliefs, abilities, appearance, race, gender identity, gender expression, or sexual orientation are respected.

8. Mission statements: Just words? “Mission statements are pointless.” --Survey Respondent • At alternative high schools the mission statement is fully integrated and understood • There is a high correlation between the mission and the curriculum and daily experience of the students and staff • The mission statement of Malcom Shabazz actually sets the framework for emotional competency training and allows the teachers to weave those skills into everyday classes

9. Mission statements: Just words? Q6: Do you know your school’s mission statement? • Only 2 of 56 Lincoln teachers were able to write the mission statement • The majority indicated that they knew there was a mission statement, but did not really know it

10. A Case for Alternatives “Alternative high school basically saved my ass…  At the end I graduated from high school, something that a lot of people didn't think would happen. Thanks for not trying to fit me in a box. -- Alternative high school graduate • In mainstream high schools the education of countless students falls terribly short of its potential • Given class sizes and funding limits, alternative high schools provide a desperately needed service • The distinct advantages are: • Small class size (under 16) • Focus on emotional development and learning in the context of community • Individual accountability of the students