AlternativeEducationinNorthCarolina AreportonalternativelearningprogramsinNorthCarolina duringthe2013914schoolyear YouthJusticeProjectoftheSouthernCoalitionforSocialJustice 1
Author:( JasonLangberg Research(Assistant:( MaireCogdell Editors:( ChristineBischoff BarbaraFedders JanetJohnson JaneWettach About(the(Southern(Coalition(for(Social(Justice((SCSJ):( SCSJisa501(c)3nonprofitorganizationfoundedinAugust2007inDurham,NorthCarolinabya multidisciplinarygroup,predominantlypeopleofcolor,whobelievethatfamiliesand communitiesengagedinsocialjusticestrugglesneedateamoflawyers,socialscientists, communityorganizersandmediaspecialiststosupportthemintheireffortstodismantle structuralracismandoppression.scsjpartnerswithcommunitiesofcolorandeconomically disadvantagedcommunitiesinthesouthtodefendandadvancetheirpolitical,socialand economicrightsthroughthecombinationoflegaladvocacy,research,organizingand communications.formoreinformation,visitwww.scsj.org. About(the(Youth(Justice(Project((YJP):( YJP,aprojectofSCSJ,iscommittedtoensuringfair,supportive,andeffectivepubliceducation andjuvenilejusticesystemsinnorthcarolina.yjp scurrentfocusisondismantlingtheschoolq toqprisonpipeline,asystemoflaws,policies,andpracticesthatpushstudentsoutofschooland intothejuvenileandcriminalsystems.formoreinformation,visitwww.youthjusticenc.org. July2015 2
I.( Introduction( AftermorethanadecadeofoverQrelianceonpunitive,exclusionaryschooldiscipline policiesandpractices, 1 positivereformisunderwayinnorthcarolina.forexample,in2011, thestate sschooldisciplinestatutewasoverhauledtoprohibitlocalschoolboardsfromtaking a zerotolerance approachtoschooloffensesandtoclarifydueprocessforstudentsfacing longqtermsuspension. 2 Advocacyorganizationsarecarryingoutschooldisciplinereform campaigns 3 andlocalschooldistrictsareworkingtoutilizealternativestosuspensionandto makedisciplinefairer. 4 Thecollectionandpublicationofschooldisciplinedatahaveimproved, andthisyear, 5 legislationtorequiremoredetaileddatawasintroducedinthegeneral Assembly. 6 Statewide,outQofQschoolsuspensionshavedeclineddramatically. 7 Progresstoward fairerandmoreproductiveschooldisciplineisclearlybeingmade.however,oneaspectof schooldisciplinehasgonelargelyoverlooked:alternativelearningprograms(alps).thisreport aimstochangethat. InNorthCarolina,statepolicydefinesALPsasservicesforstudentsatriskoftruancy, academicfailure,behaviorproblems,and/ordroppingoutofschool. 8 ALPsservestudentswho: aresuspendedand/orexpelled;areatriskofparticipationinjuvenilecrime;havedroppedout anddesiretoreturntoschool;haveahistoryoftruancy;arereturningfromjuvenilejustice settingsorpsychiatrichospitals;orhavelearningstylesthatarebetterservedinanalternative setting. 9 HighQqualityALPscanplayanimportantroleinhelpingstudentswhoneedadifferent modelofschoolingtoovercomingacademicandbehavioralstruggles. 10 TherearetwotypesofALPsinNorthCarolina:programsandschools. 11 Basicdifferences betweenanalternativeprogramandanalternativeschoolusuallyrelatetolocation,size, management,andaccountability. 12 Alternativeprogramsaretypicallylocatedwithinaregular ortraditionalschool. 13 Alternativeschoolstypicallyservestudentsinaseparatephysical locationandhaveadistinctschoolcodefromthedepartmentpublicinstruction(dpi),north Carolina sstateeducationagency. 14 Alternativeschoolsvaryfromtraditionalschoolsin teachingmethods,hours,curriculum,andotherareas. 15 SomeALPsarefullQtime;someare partqtime,suchashalfqdayoreveningprograms.dependingonthealp,instructionmaybe frominqpersonteachers,online,orablendedversionwithbothdirectinstructionbyateacher andonlinecourseworkonthecomputer. ThisreportislimitedinscopebecausereadilyavailableinformationaboutALPsinNorth Carolinaislimited.However,thisreportisintendedtocreateabetterunderstandingofALPs andtostimulatedialogueamonglawmakers,policymakers,educationleaders,andadvocates abouttheneedforadditionalinformationaboutalps.itisnotmeanttobeanallqencompassing evaluationofalpsinnorthcarolina.suchanundertakingwouldrequireaccesstodatathatis notpubliclyavailable.additionally,thisreportisnotacritiqueofstaffworkinginalps,who haveextremelydifficultjobsandwho,forthemostpart,arehardworkinganddedicatedto helping atrisk students. 3
UnderstandingALPsandtheireffectivenessisessentialbecauseover10,000students areplacedinalpseachyear,costingtaxpayersmillionsofdollarsannually.additionally,alps successfullyfulfillingtheirrehabilitativepurposeimpactsschoolclimateandsafetyforall students. Thisreportproceedsinthreeparts.First,itprovidesbackgroundinformationonALPsin NorthCarolina.Next,thereportsummarizespubliclyavailabledataonALPs,including demographic,academicachievement,discipline,andsafetydata.thereportconcludeswith recommendationsforfurtherstudyofalpsinnorthcarolina.theappendixofthereport summarizesimportantresearchonthecharacteristicsofhighqqualityalps. II.( Background:(ALPs(in(North(Carolina( A.( Standards(for(ALP(Programs(and(Services(( ( StatelawrequirestheStateBoardofEducation(SBE)todevelopstandardsforALPs. 16 ThesestandardsarepromulgatedinSBEpolicy,whichrequiresALPsto: provideprimaryinstruction; enrollstudentsforadesignatedperiodoftime,usuallyaminimumofoneacademic gradingperiod; offercoursecreditorgradeqlevelpromotioncreditincoreacademicareas;and providetransitionsupporttoandfrom/betweentheschooloforiginandthealp. 17 SBEpolicyalsostatesthatALPsmay: addressbehavioraloremotionalproblemsthatinterferewithadjustmenttoor benefitingfromtheregulareducationclassroom; providesmallerclassesand/orstudentqteacherratiosthantraditionalschools; provideinstructionbeyondregularschoolhours; provideflexiblescheduling;and/or assiststudentsinmeetinggraduationrequirements. 18 InadditiontoSBEpolicy,theDPIpromulgatesspecificrequirementsandstandardsfor ALPs. 19 TheDPIrequiresthatALPs: develop,inconsultationwithparentsandthesendingschool,apersonaleducationplan foreachstudent; 20 havestudentsandparentssignacontract,whichspecifiesthattheyacceptplacementin thealpandthattheywillabidebytheacademic,behavioral,andsocialexpectations establishedbythealp; 21 and affordstudentsanequalopportunitytocompleteacorecurriculumthattakesinto accountthespecialneedsofchildrenandincludesappropriatemodificationsfor 4
studentswithdisabilities,academicallyorintellectuallygiftedstudents,andstudents withdisciplineandemotionalproblems. 22 TheDPIfurtherestablishedsevenstandardsforALPsrelatedtomission,leadership,cultureand climate,professionaldevelopment,parentandcommunityinvolvement,curriculumand instruction,andmonitoringandassessment. 23 B.( Procedures(for(Establishing(ALPs( BeforeestablishinganALP,alocalboardofeducationmustdevelopaproposalto implementtheprogramorschoolthatincludesthefollowing: 24 educationalandbehavioralgoalsforstudentsassignedtothealp; policiesandproceduresfortheoperationofthealp,includingaddressingthe assignmentofstudentstotheprogramorschool; identifiedstrategiesthatwillbeusedtoimprovestudentachievementandbehavior; documentationthatsimilarprogramsandschoolshavedemonstratedsuccessin improvingtheacademicachievementandbehaviorofstudentsassignedtothem; estimatedcostofoperatingthealp;and documentedsupportofschoolpersonnelandthecommunityfortheimplementationof theprogramorschool. 25 ThelocalschoolboardmustthensubmittheproposaltotheSBEforitsreview.TheSBE mustreviewtheproposalexpeditiouslyand,ifappropriate,mayofferrecommendationsto modifytheproposal.finally,thelocalschoolboardmustconsideranyrecommendationsmade bythesbebeforeimplementingthealp. 26 C.( Placing(Students(in(ALPs( ( RequirementsforplacingstudentsinALPsderivefromstatestatutes,SBEstandards, andlocaleducationagency(lea)(i.e.,schooldistrict)guidelines. i.( State(Law( StatelawmandatesthatpriortoreferringastudenttoanALP,thereferringschool must:documenttheproceduresthatwereusedtoidentifythestudentasbeingatriskof academicfailureorasbeingdisruptiveordisorderly;providethereasonsforreferringthe studenttoanalp;andprovidetothealpallrelevantstudentrecords,includinganecdotal information.statelawfurthermandatesthatwhenastudentisplacedinanalp,the appropriatestaffofthealpmust:meettoreviewtherecordsforwardedbythereferring school;encouragetheparenttoprovideinputregardingthestudent sneeds;anddetermine whatsupportservicesandinterventionstrategiesarerecommendedforthestudent. 27 5
ii.( SBE(Standards( ( TheSBEstandardsforreferringandassigningstudentstoALPsincludethreephases handledbythreedifferentgroups:aschoolqbasedcommitteethatmakesareferral;amultiq disciplinaryteamthatreviewsthereferralandmakesanassignmentdecision;andstaffwho facilitatethestudent sentryintothealp. 28 Astudentwhoisdemonstratingsignificantacademic,social,and/orbehavioral difficultiesthatputshimorheratriskofschoolfailuremaybereferredbytheparent,guardian, teacher,orschooladministratortoastudentassistanceteam.theteamshould: reviewtheinformationthatdemonstratetheneedforareferraltoanalp; documenttheindividualsinvolvedinthedecision; documentparentalinvolvement,orthelackthereof; develop,expand,orreviseaninterventionactionplan; documenttherecommendedinterventionstrategies,resources,orservices; evaluateanddocumenttheeffectivenessofinterventions; reviewinterventionsandstudentprogress; makeavailableallevidentiaryinformationtotheentitythatmakestheassignment decision; providewritteninformationtotheparentsorguardiansconcerningdueprocessrights andtheappealsprocess; facilitatethetransferofthestudentforasuccessfultransitionintothealp; sendtothealpallrelevantstudentrecords,includinganecdotalinformation;and participateinthetransitionofthestudentbacktotheregularschool. 29 Whenaschoolhasexhaustedallavenuesofinterventionsandservicesavailabletoa studentasidentifiedthroughthestudentassistanceteam,theschoolmay,incollaboration withtheparent,referthestudenttotheentitythatmakesdecisionsforalp calleda multiq disciplinaryteam. A multiqdisciplinaryteam ismadeupofthreeormoreindividuals, includingtheparentsorguardians,whoshould: receiveandreviewthereferral; scheduleaplacementmeeting; providewrittennotificationtotheparentsorguardiansofthetime,place,anddateof themeeting; documenttheextentandeffectivenessoftheinterventionsidentifiedintheplanforthe student; documentevidentiaryinformationusedtosupportthereasonsforthereferral; documentparentalinvolvement,orthelackthereof; documenttheindividualsinvolvedinthedecision; providetothealpallrelevantstudentrecords,includinganecdotalinformation,ifa decisionismadetoplacethestudent; 6
( advisetheparentsorguardiansofthestudent sdueprocessrightsandtheappeals process; providewrittennotificationtotheparentsorguardians,referringschool,andalpofthe decisiontoassignornottoassignthestudenttothealp;and providewrittennotificationtotheparentsorguardiansabouttheappealsprocessand rightofdueprocess. 30 Lastly,membersoftheALPstaffshould: meettoreviewalloftherecordsforwardedfromthereferringschooland/or committee; identifythestudent sstrengthsandareasofneedbasedonallavailabledata; amendordeveloptheinterventionactionplan,whichincludesthetargetdateofthe exit/transition,thecriteriausedindetermininggrowth,interventionstrategies, resources,andservices; provideawrittencopyoftheplantotheparentsorguardians; ensurethatindividualizededucationprograms(ieps)areimplementedforstudentswith disabilities;and encourageparticipationbytheparentsorguardiansduringthestudent speriodof enrollment. 31 ( Finally,SBEstandardsstatethatservicesshouldbeavailabletofacilitatestudents successfultransition(s)fromandtotheirregularschoolsandalps,orotherplacementssuchas trainingschoolsanddaytreatmentfacilities.theseservicesshouldensurethat: thestudent sacademicprogramisdesignedtokeephim/herontheappropriate graduationtrack; exitcriteriaexisttoassurethatthestudentisreturnedtothemostappropriate educationalsetting; appropriateassessmentsareprovidedasneeded; counselingorothersupportservicesareavailable; interventionsandsupportstrategiesareavailabletofacilitatestudents success;and positivecommunicationbetweenparentsorguardians,students,andschoolsis maintained. 32 iii.( LEA(Standards( InadditiontocomplyingwithstatelawandSBEstandards,eachLEAmusthave guidelinesforassigningstudentstoalps. 33 Theguidelinesmustinclude:adescriptionofthe programsandservicestobeprovided;aprocessforensuringthatanassignmentisappropriate forthestudentandthatthestudent sparentsareinvolvedinthedecision;andstrategiesfor providingalps,whenfeasibleandappropriate,forstudentswhoaresubjecttolongqterm suspensionorexpulsion. 34 7
iv.( Alternative(Education(Services(for(Suspended(Students( Asaresultofa2010decisionfromtheNorthCarolinaSupremeCourtandthenewstate schooldisciplinestatutethatincorporatesthisdecision,leasmustofferalternativeeducation tostudentswhoreceivelongqtermsuspensions,unlesstheleaarticulatesanimportantor significantreasonfordenyingsuchaccess. 35 ThestatuteprovidesanonQexhaustivelistof reasonsthatmaybesignificantorimportant: thestudentexhibitsviolentbehavior; thestudentposesathreattostafforotherstudents; thestudentsubstantiallydisruptsthelearningprocess; thestudentotherwiseengagedinseriousmisconductthatmakestheprovisionof alternativeeducationalservicesnotfeasible; educationallyappropriatealternativeeducationservicesarenotavailableinthelocal schooladministrativeunitduetolimitedresources;and thestudentfailedtocomplywithreasonableconditionsforadmittanceintoan alternativeeducationprogram. 36 IfthesuperintendentdeclinestoprovidealternativeeducationservicestothelongQterm suspendedstudent,thestudentmayseekreviewofsuchdecisionbythelocalboardof education.ifthestudentseekssuchreview,thesuperintendentmustprovidetothestudent andthelocalboard,inadvanceoftheboard sreview,awrittenexplanationforthedenialof servicestogetherwithanydocumentsorotherinformationsupportingthedecision. 37 D.( Evaluation(of(ALPs( TheSBEmustevaluatetheeffectivenessofALPs,includingmeasuringtheeducational performanceandgrowthofstudentsplacedinalps. 38 DPIusesatwoQpage ALPMonitoring Instrument thatevaluatesalpsinfiveareas:studentintakeandparentalinvolvement; leadershipandstaffing;curriculumandstudentdevelopment;instructionandassessment;and staffprofessionaldevelopment.ineacharea,therearetwotosevenstandards,foratotalof19 standards.alpsaregivenoneofthefollowingratingsforeachofthe19standards:doesnot meetrequirements;meetsrequirementsbutimprovementsneeded;meetsrequirements;or notapplicable. 39 MonitoringALPsispartofoneDPIstaffmember sjob.bycomparison,ateamof approximately10staffmembersandanadvisoryboardmonitorcharterschools, 40 whichare fewerinnumberthanalps. 41 TheDPIstaffmemberresponsibleforALPscompletesthe ALP MonitoringInstrument foreachalponceeverythreeyears. 42 ( ( 8
Additionally,localschoolboardsmustassess,onaregularbasis, 43 whetherthelea s ALP(s): complywiththestateboard sstandards; incorporatebestpracticesforimprovingstudentacademicperformanceandreducing disruptivebehavior; arestaffedwithprofessionalpublicschoolemployeeswhoarewelltrainedand providedwithappropriatestaffdevelopment; areorganizedtoprovidecoordinatedservices;and providestudentswithhighqqualityandrigorousacademicinstruction. 44 ( III.( Prevalence(of(ALPs(( Eachofthestate s115leasmusthaveatleastonealp;however,thesbemaygrant requestsreceivedfromlocalschoolboardsforwaiversofthisrequirement. 45 Accordingtothe DPI salpdirectory,therewere185alps 111alternativeprogramsand74alternativeschools inthestatein2013q14. 46 Thevastmajorityofdistricts(86)hadoneALP;15districtshadtwoALPs;sixdistricts hadthreealps;robesoncountyhadfivealps;carteretcountyhadsevenalps;wakecounty hadninealps;andwinstonqsalemforsythcountyhad30alps(twoschoolsand28 programs). 47 Five(districts(do(not(have(an(ALP:ElkinCitySchools,JonesCounty,NewtonQ ConoverCitySchools,TyrrellCounty,andHalifaxCounty. 48 Thefirstfourdistrictsreceiveda waiverfromthedpi. 49 AccordingtoastaffmemberattheDPI,Halifaxproposedthecreationof analp,yetasofjanuary2015,thedistricthadneitherbegunoperatinganalpnorreceiveda waiver. 50 IV.( Student(Populations(in(ALPs( ThespecificgradelevelsservedbyALPsin2013Q14variedwidelyacrossthestate.The mostcommontypesofalpswereonesthatservedallmiddleandhighschoolgrades(33.5%); allhighschoolgrades(29.2%);andallmiddleschoolgrades(13.5%)(seefigure1).twenty( districts(had(an(alp(only(for(high(school(students,(and(did(not(have(an(alp(for(middle(or( elementary(school(students.onedistricthadanalpforstudentsingradesthreethrougheight, butdidnothaveanalpforhighschoolstudents. 51 AccordingtotheDPI,therewere12,403placementsof11,598studentsinALPsduring 2013Q14(somestudentswereplacedmorethanonce).Aftera10Qyearlowin2009Q10anda subsequentspikeinplacementsin2010q11,alpplacementsandstudentsinalpshavebeen steadilydeclining.from2005q06to2013q14,thenumberofplacementsandthenumberof studentsplacedbothdeclinedbyapproximately25%(seefigure2). 52 9
Figure1:GradelevelsservedbyALPs 53 Grades(Served( Number(of(ALPs(in(NC( Grades(Served( Number(of(ALPs(in(NC( KQ5 4 6Q8 25 KQ6 1 6Q12 62 KQ12 7 7Q8 1 1Q12 1 7Q12 10 3Q8 3 8 1 3Q12 3 8Q9 1 4Q11 1 8Q12 3 4Q12 1 9Q12 54 5Q8 3 10Q11 2 5Q12 1 11Q12 1 Figure2:NumberofALPplacementsandnumberofstudentsplacedinALPsovertime 54 18000 16000 14000 12000 10000 8000 6000 4000 2000 0 2005Q06 2006Q07 2007Q08 2008Q09 2009Q10 2010Q11 2011Q12 2012Q13 2013Q14 In2015,theDPIpublished,forthefirsttime,dataonthereasonsforstudent placementsinalps.thedatashowthat,during2013q14,themostcommonreasonsforalp placementswere chronicmisbehavior, academicdifficulty, andlongqtermsuspension(see Figure3). 55 North(Carolina s(alps(are(intensely(segregated(by(gender,(race,(and(class.male students,blackstudents,andeconomicallydisadvantagedstudentsdisproportionatelymakeup thealpstudentpopulation.placementofmalestudentsinalpsoccurredat2.1timestherate offemalestudents.placementofblackstudentsinalpsoccurredat2.4timestherateofwhite students.blackstudentswere26%ofthestudentpopulationin2013q14,butreceived46%of allplacementsinalpsduringthesameyear(seefigure4).studentswithdisabilitiesandninth gradestudentsarealsodisproportionatelyplacedinalps(seefigures5and6). 56 10 ALPPlacements StudentsPlacedinALPs
Figure3:ReasonsforstudentplacementsinALPs(2013Q14) 57 Reason(for(Placement( Percent(of(Total( Placements( Chronicmisbehavior( 25.8 Academicdifficulty( 20.5 PlacedinsteadoflongQtermsuspension( 18.1 Studentand/orparentchoice( 12.9 Academicaccelerationorcreditrecovery( 5.7 Emotionaland/orpsychologicalproblems( 4.3 Attendanceproblems( 3.4 TransferfromanotherALPorfacility 3.2 PlacedafterIndividualizedEducationProgramTeammeetingforacademicreasons 2.0 Dropoutrecovery 1.7 Personaland/orfamilyproblems 0.9 Felonycharge 0.8 PregnancyQrelated 0.7 Figure4:DisciplinaryassignmentstoALPsbyrace(2013Q14) 58 70 60 50 40 30 20 10 %oftotal Student Populaion %ofdisciplinary Assignmentsto ALPs %ofall Assignmentsto ALPs Figure5:DisproportionateplacementsinALPs(2013Q14) 59 ( %(of(total(student( Population( 0 American Indian Asian Black Hispanic MuliQRacial White %(of(disciplinary( Placements(in(ALP( %(of(all(alp( Placements(( Male(Students( 51.3 74.5 68.9 Black(Students( 26.0 57.5 46.2 Ninth(Grade(Students( 8.5 22.9 24.2 Students(with(Disabilities( 13.8 19.6 20.6 11
Figure6:ALPplacementsbygradelevel 60 Grades( KQ5 6 7 8 9 10 11 12 Placements( 251 599 1,265 1,714 2,990 2,211 1,761 1,603 TheDPImakesdataavailableaboutthepercentofstudentseligibleforfreeorreduced pricelunch( economicallydisadvantagedstudents )forschoolsacrossthestate.dataare availablefor61ofthe185alps.statewide,57.6%ofallstudentsareeligibleforfreeorreduced pricelunch,yetinthe61alpsforwhichdataareavailable,91.4%ofstudentsareeligiblefor freeorreducedpricelunch(seefigure7).inmorethanhalfofthealps,100%ofstudentsare economicallydisadvantaged. 61 Figure7:PercentageofstudentseligibleforfreeorreducedpricelunchinALPs(2013Q14) 62 Number(of(ALPs( 50 45 40 35 30 25 20 15 10 5 0 0Q9.9 10Q19.9 20Q29.9 30Q39.9 40Q49.9 50Q59.9 60Q69.9 70Q79.9 80Q89.9 90Q100 V.( Academic(Outcomes( Unfortunately,longitudinaldatacomparinghowstudentsperformedbefore,during, andafterbeinginalpsisnotpubliclyavailable,andthedpidoesnotproducesuchanalyses. Thus,thisreportonlyprovidesasnapshotofstudentperformanceonstandardizedtestswhile innorthcarolina salps,andthatsnapshotshowsthatstudentsaredoingpoorly.whileitmay betruethatstudentsinalpsgenerallydonotperformwellonstandardizedtestsintraditional schools,alps,withsmallerclasssizes,moreservices,andacentralmissiontoimprove academicandbehavioraloutcomesforstrugglingstudentsshouldbeproducingbetterresults i.e.,helpstudentsimprove,notstagnateorperformworse. EndQofQgrade(EOG)examsinreadingandmatharetakenbyallstudentsinthestatein gradesthreethrougheight,andbyallstudentsinthatstateingradesfiveandeightinscience. 63 During2013Q14,55.7%ofstudentsacrossallpublicschoolsweregradelevelproficientonallof theireogexams.dataoneogexamswereprovidedfor52alpsthatservemiddleschool students.at(41(of(those(alps,(fewer(than(25%(of(students(were(grade(level(proficient(on(all(of( their(eog(exams.incontrast,noneofthetraditionalpublicschoolsinschooldistrictswhere Percent(of(Students(Eligible(for(Free(or(Reduced(Price(Lunch(in(the(ALP( 12
the52alpsarelocatedhadfewerthan25%ofstudentsscoringatgradelevelproficientonall oftheireogexams(seefigure8). 64 Figure8:EOGexamproficiencyinthe52ALPsservingmiddleschoolstudentsforwhichdata areavailable(2013q14) 65 30 25 Number(of(ALPs( 20 15 10 5 0 0Q9.9 10Q19.9 20Q29.9 30Q39.9 40Q49.9 50Q59.9 60Q69.9 70Q79.9 80Q89.9 90Q100 Percent(of(Students(in(ALP(Who(Were(Grade(Level(Proficient(on(All(EOG(Exams( EndQofQcourse(EOC)examsaretakenbyallhighschoolstudentsinthestateinMathI, Biology,andEnglishII. 66 Statewideduring2013Q14,58.6%ofpublicschoolstudentsweregrade levelproficientonalloftheireocexams.among(the(56(alps(serving(high(school(students(for( which(eoc(exam(data(are(available,(all(but(three(had(fewer(than(25%(of(students(scoring( grade(level(proficient(on(all(of(their(eocs.incontrast,noneoftheleaswherethe56alpsare locatedhadfewerthan25%ofstudentsscoringgradelevelproficientonalloftheireocexams. At26ofthe56ALPs,proficiencyratesonallEOCexamswereinsingledigits(seeFigure9). 67 Figure9:EOCexamproficiencyinthe56ALPsservinghighschoolstudentsforwhichdataare available(2013q14) 68 30 25 Number(of(ALPs( 20 15 10 5 0 0Q9.9 10Q19.9 20Q29.9 30Q39.9 40Q49.9 50Q59.9 60Q69.9 70Q79.9 80Q89.9 90Q100 Percent(of(Students(in(ALP(Who(Were(Grade(Level(Proficient(on(All(EOC(Exams( 13
VI.( Discipline ALPssuspendstudentsoutQofQschoolatsignificantlyhigherratesthantraditional schools.thedpi sannualreportcardsprovideshortqtermsuspension(sts)ratesfor70alps. During2013Q14,41(of(these(ALPs(had(a(STS(rate(that(was(greater(than(100(short\term( suspensions(for(every(100(students.twentyqthreealpsgave,onaverage,atleasttwoshortq termsuspensionsforeveryonestudent(seefigure10).incontrast,thestatewideshortqterm suspensionratewas13.1shortqtermsuspensionsforevery100studentsforelementary schools,13.5shortqtermsuspensionsforevery100studentsformiddleschools,13.5shortqterm suspensionsforevery100studentsforhighschools,and13.4shortqtermsuspensionsforevery 100studentsforallschoollevels. 69 Figure10:ALPswiththehighestSTSratesin2013Q14 70 ALP( School(District( STS(Rate(( (Per(100(students)( BraggStreetAcademy Lee 563.93 WayneMiddle/HighAcademy Wayne 466.89 SouthCampusCommunityMiddleSchool Johnston 418.52 TurningPointAcademy CharlotteQMecklenburg 359.26 MainStreetAcademy WinstonQSalemForsyth 356.90 CenterforInnovativeLearning Granville 355.56 AnsonChallengeAcademy Anson 350.51 BeaufortCountyEdTechCenter Beaufort 338.98 TurningPointAcademy Cleveland 299.03 MiltonDanielsLearningCenter Wilson 296.23 StanlyAcademyLearningCenter Stanly 286.49 LakeviewSchool Durham 284.30 UnionAcademy Macon 279.17 LeakStreetAcademy Richmond 276.09 HendersonIndependentHighSchool RowanQSalisbury 257.63 H.L.TriggCommunitySchool ElizabethCity/Pasquotank 241.43 MeadowbrookSchool Stokes 238.64 STARAcademy Harnett 228.75 WarlickAcademy Gaston 218.58 CommunityLearningCenteratPinckey Moore 217.07 KingswoodSchoolattheChildren shome WinstonQSalemForsyth 214.81 AshburySchool Lincoln 202.94 SouthProvidenceSchool Union 201.27 Asisthecasewithstandardizedtestscores,datatocomparestudents behaviorbefore, during,andafterbeinginalpsarenotpubliclyavailable.similarly,dataarenotpublicly availabletodeterminewhetherindividualstudentsinalpsaresuspendedmoreorless 14
frequentlyinalpsthantheywereintraditionalschools.itisclear,however,thatalpsare suspendingstudentsatexceedinglyhighrates. VII.( Safety( StatelawrequirestheSBEtodefineandcompileanannualreportaboutschool violence. 71 TheSBEhasdefined16criminalacts called reportableacts thatareincludedin itsannualreport. 72 Anecdotalevidencesuggests,however,thatdeterminingwhatbehaviors are reportableacts isstillsubjective,andreportingacrossschoolsandleasisinconsistent. AccordingtotheDPI,thestatewiderateofcrimeandviolencewas0.80per100 studentsduring2013q14. 73 Incontrast,therateinmostALPswassignificantlyhigher.School crimeandviolencedataareavailablefor59alps.fortyqsixofthese59alpshadcrimeand violencerateshigherthanstatewideaverages;yet12ofthe13alpsreportedacts.fourteen ALPshadrateshigherthan10per100.Interestingly,theALPwith,byfar,thehighestrate 57.1actsper100students waswarrenwilliamselementaryalternativeschoolinleecounty Schools,whichservesstudentsinkindergartenthroughfifthgrade. 74 VIII.( Evaluation(Results In2013Q14,DPIcompleted monitoringreports for39alps.thereportsconsistedofa standard,threeqpageform.theformisessentiallyarubricwithfivesections:student Intake/ParentInvolvement;Leadership/Staffing;CurriculumandStudentDevelopment; InstructionandAssessment;andStaffProfessionalDevelopment.Eachsectioncontainstwoto sevenmetrics,foratotalof19metrics.foreachmetric,thealpreceivesoneoffouroptionson aratingscale:n Doesnotmeetrequirements;MI Meetsrequirementsbutimprovements needed;m Meetsrequirements;orNotapplicable.Finally,thethirdpageoftheformis designedforcommentsthatcorrespondtothesectionsandmetrics. 75 ThereportsshowthatALPsmetthevastmajorityofrequirements.However,theDPI alsofoundconcerningviolations.themostcommonviolationswere:staffwithfewerthanfour yearsofexperience(21alps);classsizesabovethemaximumstudentqteacherratio(sixalps); andfailuretoprovidestudentswithpersonaleducationplans(peps)(fivealps). 76 ( IX.( Further(Inquiry( ThebasicdataaboutNorthCarolina salpsanalyzedabove demographics, standardizedtestscores,discipline,andsafety aredisturbing;however,muchmoreneedsto beknowntodeterminetheareaswherealpsaresucceeding,wheretheyarestruggling,and howtodevelopaplanforreform. ThelaststatewideevaluationofALPsinNorthCarolinaoccurredoveradecadeago.The GeneralAssemblyandSBEshouldinitiateacomprehensive,longitudinal,independent 15
evaluationofalps.thestudyshouldanswerthefollowingquestionsforalpprogramsand schools: Location,(Design,(Curriculum,(and(Programming( WhereareALPslocated e.g.,inatraditionalschool,inastandalonestructure,or someplaceelse? IstransportationprovidedtostudentsinALPs? IsfreeorreducedpricelunchprovidedtoeligiblestudentsinALPs? Whatinstructionalresources e.g.,books,scienceequipment,computersandother technology,etc. areavailableinalpsandhowdotheseresourcescomparetowhatis availableintraditionalschools? Whatcourses e.g.,electives,honors,andadvancementplacement areofferedinalps? WhatcoQcurricularandextracurricularactivitiesareofferedinALPs? HowisinstructiondeliveredinALPs e.g.,viacomputer,inqpersoninstruction,some combinationofcomputerandinqperson,etc.?howdostudentsparticipatinginonlinealps receivesupport? WhatareschedulesforALPs e.g.,fullqday,fullqweek,partqtime,evening,etc.? Whattargetedinterventions e.g.,academic,behavioral,mentalhealth,etc. areused? AreIndividualizedEducationPrograms(IEPs),504Plans,andLanguageAssistancePlans (LAPs)followedwithfidelityinALPs? AreanyLEAscontractingwithprivatecompaniestorunanALP?Ifso,howarecreditsearned bystudentsrecordedwhentheyreturntoatraditionalschool? ForALPsthatdonothaveanALPforelementaryormiddleschoolstudents,dolongQterm suspendedelementaryandmiddleschoolstudentshaveaplacewheretheycantakethe EOGsexams? Staffing( Whatspecializedtrainingdoesstaffreceive? Howexperiencedarestaffcomparedtostaffintraditionalschools? WhatarestudentQtoQteacherratiosinALPs?Howdotheseratioscomparetotheratiosin traditionalschools? WhatarestudentQtoQsupportstaff i.e.,counselors,socialworkers,psychologists,and nurses ratiosinalps?howdotheseratioscomparetotheratiosintraditionalschools? HowdoesstaffturnoverinALPscomparetothatintraditionalschools? Students( WhatarethecharacteristicsofstudentsinALPs,including: o Referringschool; o Grade; o Gender; 16
o Race; o Socioeconomicstatus; o Disabilitystatus;and o Englishlanguagelearnerstatus? WhyarestudentsreferredorplacedinALPs? WhatistherecidivismrateforstudentswhoareassignedtoALPswhentheyreturnto traditionalschools? Outcomes(and(Effectiveness( WhatimpactsdoALPshaveonstudentachievement?Howdostudents standardizedtest scoreschangebefore,during,andafterplacementinanalp? WhatimpactsdoALPshaveonstudentattendance?Howdoesstudents attendancechange before,during,andafterplacementinanalp? WhatimpactsdoALPshaveonstudentbehavior?Howdostudents ratesofofficereferrals andsuspensionchangebefore,during,andafterplacementinanalp? Towhatextentdoesprogramdesign(e.g.,partQtimeversusfullQtimescheduling,inQclass versuscomputerqbasedinstruction,andlocatedintraditionalschoolversusaseparate school)impactstudentoutcomes? DoLEAsacrossthestateconsistentlysharecommonsdefinitionsthatmakecomparing outcomespossible? Safety(and(Discipline( Howdosecuritymeasures e.g.,metaldetectors,lockersearches,caninesearches,security guards,lawenforcementofficers,etc. inalpscomparetothoseintraditionalschools? HowdoschoolQbasedarrestsandcourtreferralsinALPscomparetothoseintraditional schools? HowdoratesofsuspensionsinALPscomparetothoseintraditionalschools?Whatoffenses resultinsuspensioninalps,andhowdothoseoffensescomparetothereasonsstudentsare suspendedintraditionalschools? Howdo reportableacts differbetweenalpsandtraditionalschools bothintermsof typesandfrequencyofacts? WhatalternativestosuspensionarebeingusedinALPs? WhatimpactsdoALPshaveonstudentbehavior?Howdostudents officereferralsand suspensionschangebefore,during,andafterplacementinanalp? Funding(and(Equity( DosomeLEAsneedmoreALPseats,eitherinexistinggradesservedbyALPsorinnewgrades notyetservedbyalps? 17
HowareLEAswithoutALPsentirelyorwithoutALPsforcertaingradelevelscomplyingwith statelawrequiringalternativeeducationtobeofferedtolongqtermsuspendedstudents unlessanimportantreasonisarticulated? DoLEAscurrentlyhaveadequatefundingforALPs?Ifnot,howmuchadditionalfundingis needed? WhatareLEAsdoingwithstateandfederalfundingallocatedforspecificservicesonaper studentbasis e.g.,transportation,freeorreducedpricelunch,etc. whenthoseservices arenotprovidedtostudentsinalps? Whatiscausingthesocioeconomicandracialdisparitiesbetweenstudentpopulationsin ALPsandstudentpopulationsintraditionalschools? Data(and(Accountability( IsDPI'smonitoringandevaluationofALPsadequate?Ismorefrequentandrobustevaluation needed? HowcanALPdatacollectionandpublicationbeimproved? AreLEAscomplyingwithstatestatutesandSBEstandardsforreferringstudentstoALPs? Whoisresponsibleforensuringcompliance? Arelocalschoolboardscomplyingwiththestatutoryrequirementthattheyassess,ona regularbasis,thelea salp(s)?whoisresponsibleforensuringcompliance?whoreviews theassessments? ( ( ( 18
X.( Appendix:(ALPs(Generally( Fewresearchstudiesontheeffectivenessofalternativeeducationhavebeen conducted. 77 Existingresearchshowsmixedandconflictingresults. 78 Generalizingisdifficult becausealternativeeducationvariesgreatly. 79 Thereisevidencethat atqrisk studentsserved inawellqdesignedalternativeschoolorprogramperformbetterthaniftheyhadnotattended thealternativeschoolorprogram. 80 Ontheotherhand,somealternativeprogramsandschools aredumpinggroundsorholdingtankswithastrict,punitive,coerciveapproach. 81 Listedbelowarequalitiesofeffectivealternativeeducationfor atqrisk studentsthat researchershaveidentified. 82 Notably,researchalsoshowsthatwhetherastudentchoosesto beinanalternativeschoolorprogramorisforcedtoattendsuchaschoolorprogramcan impactthestudent ssuccess.thequalitiesbelowarelargelydrawnfromalternativeschools andprogramsthatareinitiatedtoprovideasupportiveenvironmentforstudentswhostruggle inthemainstreamenvironment,notschoolsandprogramsthatarecreatedsolelyasa disciplinarymeasureand/ortocomplywithstatelaw. Culture,(Climate,(and(Community( Aphilosophythatemphasizesthatitistheeducationalapproachratherthantheindividual studentthatneedstobechangedtoaccommodatelearningdifferencesamongatqrisk students Astrongsenseofvision,mission,andgoalsthataredevelopedandsharedbyallstaff Respectful,positive,trusting,andcaringrelationshipsamongstaff,andbetweenstudents andstaff Anunderstandingofandsensitivitytoacademic,behavioral,cultural,anddevelopmental needsofstudents Highexpectationsforpositivesocial,emotional,behavioral,andacademicgrowthforall students AstudentQcenteredatmospherewithopportunitiesforyouthtolead,buildskills(e.g.,social, communication,leadership,etc.),andhaveavoiceinschoolmatters(e.g.,useof collaborative,multidisciplinarycommitteesthatincludestudents) Programsthatgivestudentsasenseofbelonging(e.g.,serviceQlearning,mentoring,peer tutoring,etc.) Clearrules,andapositive ratherthanapunitive emphasisonbehaviormanagement Highlystructuredclassrooms SmallclasssizeandlowstudentQteacherratios 19
Academics( Effectiveandengaginginstruction HandsQonlearning Rigorous,challenging,andrelevantcurriculum(e.g.,opportunitiesforcareerexploration, schoolqtoqwork courses,and reallifelearning ) Opportunitiestoparticipateinelectives/nonQcorecontentareas Individualizedacademicplans/personalizedlearningplans Flexiblescheduling Academiccounselingandsupport Variedtypesofassessments Innovativepresentationofinstructionalmaterials Services( Integrationofspecialeducationservices Functionalbehavioralassessmentsandbehavioralinterventionplans Transitionassistance,bothforincomingandoutgoingstudents Wraparoundservicesthataddressthewholechild(e.g.,physicalhealth,mentalhealth,social services,etc.) Socialskillsinstruction Parenttraining Transportationandfoodservices Personnel( Qualified,caring,enthusiastic,committed,skilled,wellQtrainedstaffwhochoosetoworkin theprogramorschool Administratorswhoarecompetent,dynamic,supportive,genuine,andstrongleaders Ongoingprofessionaldevelopment Continuityinstaff Staffmemberscreatewrittenprofessionaldevelopmentplansandaprofessionallearning communitythatencouragesthesharingofsuccessesandgrowthareas Connectedness( Strongcommunityconnections DistrictQwidesupport Administrativeandbureaucraticautonomyandoperationalflexibility Workingrelationswithallpartsoftheschoolsystem Parentengagement Opinionsandparticipationoffamilymembersintheeducationoftheirchildrenisvalued, andstudents familiesaretreatedwithrespect 20
Resources( Clean,wellQmaintained,safefacilities Adequate,stable,anddiversefunding Accountability( Ongoingprogrammonitoringandevaluation Annualsurveystostudents,parents,andstaff ( ( ( 21
XI.( Endnotes( 1 SeeN.C.Dep t.pub.instruction,annual3reports,3publicschoolsofnorthcarolina:buildingonsuccessforsuperior SCHOOLS,http://www.ncpublicschools.org/research/discipline/reports/. 2 3See3H.B.736,2011Leg.,282 nd Sess.(N.C.2011);see3also3DukeLawNews,North3Carolina3has3a3New3School3 Discipline3Law,3DUKELAW(June28,2011),https://law.duke.edu/news/6608/. 3 See3e.g.,AdvocatesforChildren sservicesoflegalaidofnorthcarolina,coalitionofconcernedcitizensfor AfricanAmericanChildren,CouncilforChildren srights,educationjusticealliance,northcarolinaheroes EmergingAmongTeens,OneNetworkforEducationCharlotte,ParentsSupportingParents. 4 GlenBurkins,CMS3Will3Outline3New3Plan3to3Reduce3Student3Suspensions,QCITYMETRO:JOINTHECOMMUNITY(August 1,2014), http://www.qcitymetro.com/news/articles/cms_will_outline_new_plan_to_reduce_student_suspensions0530149 93.cfm;TaraLynn,Parents3and3Educators3Discuss3Durham3School3Suspension3Rates,WRAL.COM(December07, 2013),http://www.wral.com/parentsQandQeducatorsQdiscussQsolutionsQtoQreduceQschoolQsuspensionQratesQinQ durham/13193048/;marquitabrow,black3male3initiative3working,3officials3say,greensboro.com(august6,2013), http://www.greensboro.com/news/local_news/blackqmaleqinitiativeqworkingqofficialsqsay/article_cce6212cqff11q 11e2Q8abdQ001a4bcf6878.html;T.KeungHui,Wake3County3Presents3Plan3for3Equitable3Student3Discipline,THENEWS &OBSERVER(May11,2015),http://www.newsobserver.com/news/local/education/article20709030.html. 5 See3Annual3Reports,3supra3note1. 6 H.B.819,2015Gen.Assembl.,Reg.Sess.(N.C.2015). 7 See3Annual3Reports,3supra3note1. 8 N.C.STATEBD.OFED.,PolicyNo.GCSQQQ001(I)(C)(2004). 9 Id. 10 Theterm alternativeeducation canmeannonqdisciplinarymodelsofalternativeeducation,suchasmagnet schools,charterschools,homeschools,etc.thisreportisnotaboutthose. 11 N.C.Dep tpub.instruction,3policies3and3procedures3for3alternative3learning3programs3and3schools3kj12,public SCHOOLSOFNORTHCAROLINA:BUILDINGONSUCCESSFORSUPERIORSCHOOLS,2, http://www.ncpublicschools.org/docs/alp/develop/alpmanual.pdf. 12 N.C.Dep t.pub.instruction,3report3to3the3north3carolina3general3assembly,3publicschoolsofnorthcarolina: BUILDINGONSUCCESSFORSUPERIORSCHOOLS,3102, http://www.ncpublicschools.org/docs/research/discipline/reports/consolidated/2012q13/consolidatedqreport.pdf. 13 N.C.STATEBD.OFED.,PolicyNo.GCSQQQ001(I)(C)(2004). 14 TheDPIischargedwithimplementingthestate'spublicschoollawsandtheSBE'spoliciesandprocedures governingpreqkindergartenthrough12thgradepubliceducation; N.C.Dep t.pub.instruction,implementation3and3procedures,publicschoolsofnorthcarolina:buildingonsuccess FORSUPERIORSCHOOLS,http://www.ncpublicschools.org/alp/develop/definitions. 15 N.C.STATEBD.OFED.,PolicyNo.GCSQQQ001(I)(D)(2004). 16 N.C.Gen.Stat. 115CQ12(24)(2014). 17 N.C.STATEBD.OFED.,PolicyNo.GCSQQQ001(I)(C)(2004). 18 Id.333 19 N.C.Dep t.pub.instruction,organization,publicschoolsofnorthcarolina:buildingonsuccessforsuperior SCHOOLS,http://www.ncpublicschools.org/organization/; See3generally,3N.C.Gen.Stat. 115C,Art.III. 20 N.C.Dep t.pub.instruction,alternative3learning3programs3and3schools:development,3implementation3&3 Operations,PUBLICSCHOOLSOFNORTHCAROLINA:BUILDINGONSUCCESSFORSUPERIORSCHOOLS,28, http://www.ncpublicschools.org/alp/develop/. 21 Id.33 22 Id.3at33.3 23 Id.3at8Q9. 24 N.C.GEN.STAT. 115CQ105.47A(a)(2014). 25 ForacopyofDPI sproposalform,visit:http://www.ncpublicschools.org/alp/develop/. 26 N.C.GEN.STAT. 115CQ105.47A(2014). 22
27 N.C.GEN.STAT. 115CQ105.48(2014). 28 N.C.GEN.STAT. 115CQ12(24)(2014);16N.C.A.C.06G.0313(2005). 29 Policies3and3Procedures3for3AlternativeLearning3Programs3and3Schools3Grades3KJ12,supra3note11. 30 Id.3at10.3 31 Id.3at13.3 32 N.C.Dep t.pub.instruction,supra3note20at31q2. 33 N.C.GEN.STAT. 115CQ47(32a)(2014). 34 Id. 35 See3Kingv.BeaufortCountyBoardofEducation,364N.C.368,371Q72,704S.E.2d259,265(2010)(citations omitted). 36 N.C.GEN.STAT. 115CQ390.9(a)(2014). 37 N.C.GEN.STAT. 115CQ390.9(b)(2014). 38 N.C.GEN.STAT. 115CQ12(24)(2014);16N.C.A.C.06G.0313(2005). 39 N.C.Dep t.pub.instruction,tools,publicschoolsofnorthcarolina:buildingonsuccessforsuperiorschools, http://www.ncpublicschools.org/alp/tools/. 40 N.C.Dep t.pub.instruction,staff3directory,publicschoolsofnorthcarolina:buildingonsuccessforsuperior SCHOOLS,http://www.dpi.state.nc.us/charterschools/directory/. 41 N.C.Dep t.pub.instruction,schools,publicschoolsofnorthcarolina:buildingonsuccessforsuperiorschools, http://www.dpi.state.nc.us/charterschools/schools/. 42 EQmailfromKenGattis,SeniorResearchandEvaluationCoordinator,SafeandHealthySchoolsSupportDivisions, tobarbarafedders(jan.22,2015)(onfilewithauthor). 43 Statelawdoesnotdefine regularbasis. 44 N.C.GEN.STAT. 115CQ47(32a)(2014). 45 N.C.GEN.STAT. 115CQ105.26(c1)(2014). 46 N.C.Dep t.pub.instruction,north3carolina3alternative3schools3and3alternative3learning3programs,public SCHOOLSOFNORTHCAROLINA:BUILDINGONSUCCESSFORSUPERIORSCHOOLS, http://www.ncpublicschools.org/alp/directory/district/. 47 See3Id.3 48 SeeId. 49 Gattis,supra3note42(EQmailreceivedonDec.19,2014). 50 Id.3(EQmailreceivedonJan.1,2015). 51 SeeNorth3Carolina3Alternative3Schools3and3Alternative3Learning3Programs,supra3note46. 52 Annual3Reports,3supra3note1. 53 N.C.Dep t.pub.instruction,report3to3the3joint3legislative3education3oversight3committee,117, http://www.ncpublicschools.org/docs/research/discipline/reports/consolidated/2013q14/consolidatedqreport.pdf. 54 Annual3Reports,3supra3note1. 55 Report3to3the3Joint3Legislative3Education3Oversight3Committee3(2015),supra3note53at115. 56 Id.3at116Q18.3 57 Id.3at115.3 58 Id.3at111,117. 59 Id.3at116Q18.3 60 N.C.Dep t.pub.instruction,3report3to3the3joint3legislative3education3oversight3committee3(2015), http://www.ncpublicschools.org/docs/research/discipline/reports/consolidated/2013q14/consolidatedqreport.pdf. 61 See3N.C.Dep t.pub.instruction,data3&3reports,http://www.ncpublicschools.org/fbs/resources/data/. 62 Id. 63 N.C.Dep t.pub.instruction,north3carolina3endjof3grade3mathematics3tests3grades33j8,publicschoolsofnorth CAROLINA:BUILDINGONSUCCESSFORSUPERIORSCHOOLS,http://www.ncpublicschools.org/accountability/testing/eog. 64 N.C.Dep t.pub.instruction,n.c.3school3report3cards3(2013j14),publicschoolsofnorthcarolina:buildingon SUCCESSFORSUPERIORSCHOOLS,http://www.ncpublicschools.org/src/researchers/. 65 Id.3 23
66 N.C.Dep t.pub.instruction,north3carolina3endjofjcourse3tests,publicschoolsofnorthcarolina:buildingon SUCCESSFORSUPERIORSCHOOLS,http://www.ncpublicschools.org/accountability/testing/eoc/. 67 N.C.3School3Report3Cards3(2013J14),supranote64. 68 Id. 69 Id. 70 Id. 71 N.C.GEN.STAT. 115CQ12(21)(2014). 72 N.C.Dep t.pub.instruction,report3to3the3joint3legislative3education3oversight3committee,7,120,( http://www.ncpublicschools.org/docs/research/discipline/reports/consolidated/2013q14/consolidatedqreport.pdf 73 Thisaccordingtothestatereportcard.However,theAnnual3Reportsays6.8. Report3to3the3Joint3Legislative3Education3Oversight3Committee,supra3note72at9. 74 NC3School3Report3Cards3(2013J14),supra3note64. 75 Gattis,supra3note42(EQmailreceivedJan.16,2015). 76 Id.3 77 TaryTobinet.al,Alternative3Education3Programs3for3AtJRisk3Youth:3Issues,3Best3Practice,3and3Recommendations3 (1999),3,http://files.eric.ed.gov/fulltext/ED432805.pdf. 78 BetsyBrownRuzziet.al.,Academic3Programs3in3Alternative3Education3An3Overview3(2006),5, http://www.ncee.org/wpqcontent/uploads/2010/04/academicprog.pdf. 79 KellyE.Cableet.Al,Alternative3Schools:3What s3in3a3name(2009),2, http://files.eric.ed.gov/fulltext/ed510969.pdf. 80 TaryTobinet.al,3supra3note77. 81 AnnFitzsimonsQLovett,Alternative3Education3Programs:3Empowerment3or3Entrapment?,in3ADDRESSINGTHESOCIAL, ACADEMIC,ANDBEHAVIORALNEEDSOFSTUDENTSWITHCHALLENGINGBEHAVIORININCLUSIVEANDALTERNATIVESETTINGS,37,39 (LyndalM.Bullock&RobertA.Gableeds.,2001). 82 SeeNationalAlternativeEducationAssociation,Exemplary3Practices32.0:3Standards3of3Quality3and3Program3 Evaluation320143(2014),http://theQnaea.org/NAEA/wpQcontent/uploads/2014/03/NAEAQExemplaryQPracticesQ2.0Q 2014.pdf;TrentAtkinset.al,Alternative3Schools3Information3For3Families,3, http://cecp.air.org/familybriefs/docs/altsch.pdf;n.c.dep t.pub.instruction,casestudiesofbestpractices AlternativeSchoolsandPrograms1998Q99(March2000),xvi xx, http://www.ncpublicschools.org/docs/accountability/evaluation/alternative/case9899.pdf;betsybrownruzziet. al.,supra3note79at31;laudany.aron,an3overview3of3alternative3education3(2006),12q13, http://www.ncee.org/wpqcontent/uploads/2010/04/overviewalted.pdf;tarytobinet.al,supra3note8q12; DevelopmentServicesGroup,Alternative3Schools,1,availableat http://www.ojjdp.gov/mpg/litreviews/alternative_schools.pdf;officeofjuvenilejusticeanddelinquency Prevention,3Creating3Safe3and3DrugJFree3Schools(September1996),66,availableat https://www.ncjrs.gov/pdffiles/safescho.pdf;id.at39q40;americaninstitutesforresearch,study3of3effective3 Alternative3Education3Programs:3Final3Grant3Report,ii,availableat http://cecp.air.org/air_alternative_education_final_report_6q12q07.pdf;cheryllange&sandrasletten, Alternative3Education:3A3Brief3History3and3Synthesis3(February2002),33,availableat http://alternatyvusisugdymas.lt/uploads/2009/12/alternative_ed_history.pdf. 24