RD281 - Annual Report on Regional Alternative Education Programs.


Executive Summary:
The evaluation was conducted on 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 has increased from 217 students in four regional programs in 1993-1994 to 4,155 during 2005-2006. This represents a 358 percent increase in students served. The state funding level has increased 33 percent during this same time period. Conclusions related to the program, services, and policies for the 2005-2006 school year follow:

• Over 70 percent of program administrators reported academic improvement in their responses regarding perceived changes in student academic performance.
• The program administrators reported decreased violence, firearms, and weapons possession incidences for students while in the program. Program administrators reported a slight increase in substance abuse, and no apparent change in property offenses.
• Program administrators reported ratings of good or excellent for parental involvement, technology, staff development, resources, discipline policies, selection process, student assessments, student services, and the academic program.
• Of the 277.5 teachers employed, 95 percent are licensed. Student-to-teacher ratios range between 8 or 9:1 and 12 or 13:1.
• One thousand seven-hundred sixty two (1,762) alternative education students took the Standards of Learning (SOL) tests in English and mathematics. The ability to correlate SOL test results with students who have spent time in a regional alternative education program was available for the first time during the 2005-2006 school year. These students achieved a 32 percent pass rate on the English SOL and a 19 percent pass rate on the mathematics SOL. It is difficult to know if these students would have performed differently in their home schools.
• The dropout rate for these students is 7.1 percent. The expulsion or dismissal rate is 7 percent.
• Of the students who were not eligible to graduate in the 2005-2006 school year, approximately 69.7 percent remained in school at the end of the 2005-2006 school year. Of these students, 50.8 percent plan to return to their regular school beginning in 2006-2007, and 18.9 percent will remain in the alternative education program.

During 2005-2006, several articles appeared relating to the regional alternative education programs. On November 21, 2005, an article by Amy Coutee, "Last Stop for Education," appeared in the 'News and Advance' about the Roanoke County and Bedford regional alternative education program. One of the teachers commented in the article, "Students learn up front that there are consequences for every broken rule" but the goal is to teach, not punish. The principal commented, "We get their grades up big time," adding that as their grades improve, so does their self-esteem. "Their old schools may have labeled them, the other kids may have labeled them, even their parents may have labeled them, but when they arrive at the program they get a clean slate.... It's not that they are horrible kids, it's that they've made some bad choices. We've got some talented kids if we can just get them going in the right direction."

On February 2, 2006, the 'Free Lance Star' in Fredericksburg published an article "Regional Alternative School Full" about the regional program involving Stafford, Caroline, King George, Spotsylvania and Fredericksburg. The author, Ruth Finch, wrote, "Administrators rave about the school's ability to keep troubled students on track .... It [the program] offers strict supervision, lots of one-on-one teaching time and good old-fashioned persistence." One of the administrators said, "Our students find real success there, both in academic areas and life skills. It is one of the truly good things this region has done."

Overall, the regional alternative education programs appear to be achieving their program purposes. The return on the public's investment for regional alternative education programs appears favorable.