Alternative Education Programs

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In order to thoroughly address this need, a multi-phase study was conducted utilizing a qualitative paradigm and filtered through systems theory and symbolic interaction frameworks. Data was collected to illustrate the organizational components of two alternative school sites and six individual student case studies were conducted throughout the 2001-2002 school year. Approximately 120 hours of participant observation and informal and formal interviews were conducted in addition to the time spent analyzing student records, historical documents, and field notes. Analysis of data patterns indicated that alternative education programs service a diverse student population, and are structured so that participants' time is focused on academics. Transitional time is kept to a minimum and teacher-student relations are evidenced throughout the day, including at lunch and individual-directed study periods. It was concluded that there were various reasons why participants chose alternative education programs, but a commonality was the theme of disassociation from the traditional model and the need to belong to an educational community. Participants felt that the sense of community, collegial environment, flexibility of scheduling, and the student/advisor relationship were essential components of the alternative program, and were key elements contributing to their individual successes.