RD308 - Virginia Board of Education 2008-2009 Annual Report - Regional Alternative Education Programs


Executive Summary:
The review was conducted on Virginia’s 30 operational 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 4,085 students in 30 operational programs during 2008-2009. Conclusions related to the program, services, and policies for the 2008-2009 school year are as follows:

• 97 percent of the program administrators indicate that school boards, localities, and area agencies generally offer good or excellent support;

• 97 percent of program administrators reported a good or excellent rating for technology and staff development programs;

• 90 percent of program administrators reported a good or excellent rating for discipline policies, student services, and academic programs;

• 89 percent of program administrators reported a decrease or no change in violence, firearms, and weapons possession incidences for students while in the program as well as a decrease in substance abuse and property offenses;

• 73 percent of program administrators reported academic improvement in their responses regarding perceived changes in student academic performance;

• 67 percent of program administrators reported good or excellent support from community involvement;

• 63 percent of program administrators reported a good or excellent rating for parental involvement;

• 47 percent of program administrators reported good or excellent support from the business community;

• of the 272 teachers employed, 249 (or 92 percent) are licensed;

• the average student-to-teacher ratio was 11:1;

• Standards of Learning (SOL) assessments in English and mathematics were taken by 2,543 alternative education students during the 2008-2009 school year. These students achieved a 61 percent pass rate on the English SOL and a 47 percent pass rate on the mathematics SOL;

• the dropout rate for these students is 5.83 percent. The expulsion or dismissal rate is 7.27 percent;

• of the students who were not eligible to graduate in the 2008-2009 school year and who did not dropout or were not expelled or dismissed, 72.6 percent remained in school at the end of the 2008-2009 school year; and

• of the students that were eligible to graduate from high school, 84.9 percent graduated at the end of the 2008-2009 school year.