RD208 - Annual Report on Regional Alternative Education Programs.


Executive Summary:
Research Dimensions, Inc. conducted the evaluation of Virginia's 29 regional alternative education programs. These programs were established by the General Assembly in 1993-1994 with the intent of involving two or more school divisions working in collaboration to establish options for students who have a pending violation of school board policy, have been expelled or suspended on a long-term basis, or are returning from juvenile correctional centers. Section 22.1-209.1:2 of the Code of Virginia requires that a report be provided annually by the Board of Education to the Governor and the General Assembly on the effectiveness of the regional alternative education programs.

These regional alternative education programs are designed to meet the specific individual needs of students assigned to the programs. While there is some variation in programs, the legislation outlines the following components:

• an intensive, accelerated instructional program with rigorous standards for academic achievement and student behavior;

• a low pupil-teacher ratio to promote a high level of interaction between the student and teacher;

• a plan for transitioning the enrolled students into the relevant school division's regular program;

• a current program of staff development and training;

• a procedure for obtaining the participation and support from parents as well as community outreach to build school, business, and community partnerships; and

• measurable goals and objectives and an evaluation component to determine the program's effectiveness.

The number of students enrolled increased from 217 students in four regional programs in 1993-1994 to 2,297 students in 29 regional programs in the 1996-1997 school year. The number of students served has subsequently increased to slightly more than 3,900 during 2004-2005, a 70 percent increase in students served within the same number of programs. The state funding level has increased 32.5 percent during this same time period.

Key Observations and Findings

General Conclusions:

• The regional alternative education programs state they are achieving their individual "program purposes" of correcting dysfunctional and dangerous behavior, building self-esteem, reducing dropout rates, identifying career interests and securing employment, graduating students, and having students gain admission to higher education.

• The programs have succeeded in helping students remain in school, graduate, receive General Education Development certificates through the Individual Student Achievement Education Plan (ISAEP).

• The return on the public's investment for regional alternative education programs is favorable.

Conclusions Related to Specific Program Attributes, Services, and Policies:

• Approximately 80 percent of program administrators reported academic improvement in their responses regarding perceived changes in student academic performance.

• The program administrators reported decreased discipline, crime, and violence incidences for students while in the program.

• Program administrators reported being satisfied about most key aspects of their programs such as academics, student services, assessment services, discipline policies, staff development, availability and use of technology, and parental involvement.

• Staffing is a critical function of the regional alternative education programs. Eighty two (82) percent of the administrators state the number of teachers is adequate. Several administrators indicated a need for staffing the programs with full-time teachers instead of part-time teachers. Additionally, administrators indicated a need for more teachers in specific content areas not currently available to these programs. Approximately 61 percent of these programs reported that the number of counselors available to their programs is adequate and about 56 percent report that the number of school psychologists available to their programs is adequate.

• The dropout rate for these students is 7 percent. The expulsion or dismissal rate is 6.7 percent.

Key Performance Results:

• Approximately two-thirds of the eligible regional alternative students served during the 2004-2005 school year graduated or received GED certificates (through ISAEP).

• Of the remaining students who were not eligible to graduate in the 2004-2005 school year, approximately 70 percent remained in school at the beginning of the 2005-2006 school year.