RD211 - 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 4,205 students in 29 programs during 2006-2007. The state funding level has increased 418 percent during this same time period. Conclusions related to the program, services, and policies for the 2006-2007 school year follow:

• A majority 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 as well as a decrease in substance abuse and 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 293 teachers employed, 95 percent are licensed. Student-to-teacher ratios range between 4:1 and 15:1.

The Standards of Learning (SOL) tests in English and mathematics were taken by 1,916 alternative education students during the 2006-2007 school year. These students achieved a 48 percent pass rate on the English SOL and a 33 percent pass rate on the mathematics SOL.

• The dropout rate for these students is 4.9 percent. The expulsion or dismissal rate is 7.6 percent.

• Of the students who were not eligible to graduate in the 2006-2007 school year, approximately 70 percent remained in school at the end of the 2006-2007 school year. Of these students, 48.9 percent plan to return to their regular school beginning in 2007-2008, and 21.3 percent will remain in the alternative education program.

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.