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AUTHOR'TITLE

INSTITUTION

SPONS AGENCY.

DOCUNENT RiSONB'

95 la 010 400

Hazzarella, AnnAlternative Schools. ACSA School Management Digest,

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Series 1, Number 13.,EVIC/CEH Research Analysis"- .

Series, Number 40.AssociatiOn of California .School Administrators.; -Oregon Univ., Eugene. ERIC Clearinghouse onEducatiOnal-Hanagement.National Inst. of Education (DREN), Washington,

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DESCRIPTORS *Wernaiive Schools; .Educational kdainistration;Edecational Alternativeg; Elementary SecondaryEducation; House Plan; Individualized Cprriculua; (*Literature Reviews; Open Educatlon;.*Program,Descriptions

,IDENTIFIERS Basic SChools; Free Schools) Magnet Schools;Hinischools; Zchooli Without Walls

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ABSTRACTAn alternative sChoolflegnosion* is currently',

producing a large number of diverse educational choices for parents..and students.-Alternative scheoli, Or .those schools that .offer all'stadenti a distinctive choice of educational Progress,. can beclassified by .philoSophy, Curriculum; or governance..This,ieportdefines, explains, and classifies' free school's, open schools, basicschools, magnet schOOls, schools without walls, minischoois .and-schools within-a School. Combining information frog educationalliterature with material frog personal interviews, it ditcribesfunctioning ezaaplesfof each type of school, One chapter focusesondiitactseoffering a large spectAua Of alternatives and suggestsreasons for the successes, and failures of these Pro9mass. Aconcludin4.chapter offers a selection of helpful ideas gleaned'from

- the literature and from interviews on successful implementation of an -

alternative school program. The conclUsion is that alternative schoolprograms hold promis for those ehe believe that different studentslearn best in different,ways, Outhor/JH)

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froe the, original docalent.1****************Io****************************************t***i********

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Prepared byERIC Clearinghouse onEducatiOnal Management

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Asso iation of Ca1iforniaS hool Administrators

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ACSA School Management Digest; Number ThirteenERIC CEM,Accession Number: EA 010 400 .ERIC CEM Research Analysis Series, Number Forty

\Printed in

tthe United States of America, 1978

Association of California School Administrators157 oh) Bayslibre HighwayBur :none, California 94010

Additional copies are available from ACSA for 81:75v membeys;$2176;notifitembers.

. The material In this p-uViication was pleparedpursuint to a contract with~the Nitional Institute of Education: U.S,Department of Health, Edyca- '.1uon, and *elfare..Contractors undertaking such projects under, govern-

tient sponsorship are encouraged to express freely their judgment inprofessional and technical matters. Prior to publication, the manuscriptWas submitted to the Association of California School Administratorsfor critical review and determination of professional competence.*ThisPublication has et, such standards. Points: of mew or opinions, how-

- ever, do not nece arily represent the officil view or opinions of eithertheXisociation of ifornia School Administrators of the NationaliInstitute of Education.

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CONTENTS'

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FOrerord I

.introdyction

Alternative E ticationai PhilosophiesFree or Op n Education.BaiieEdue tion

qltprnative S hools with Specialized CtirriculiMagnet Sc ools .Scho-ols wi bout WailsMagne§c ools for tielegregagon

. idtekiative S hool Politics: Who Runs the Show?.... :.Mmiscb o s and Schools withini School ..

Power-S Ong t., -;

'Districts Off ring a Spectrum of Alternatives-Minneapo isSoutheast Alternatives .: :Eugeiie

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Philaflelp is . ;

Alum Ro' .

Berkeley ', :1Some Additi nal kelpfal Ideas

flow to B ginGaining C. mmuntt)T Support'Staff Sele tion and Training ,FinitncingEvaluation

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Conclusion

Bibliograghy

Interviews

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,The.EducatlomilcResottrces InformatiOn center (ERIC) is it national..info:11124On syslint operated by`the bfational Institute of Education.

4. , ERIC' serves the educational eolnintibity'by disseminating edutatienalresearch 'results and *ter. resource "infOrination that can be used indeveloping more.elfective educational program. ,

!Tire ERIC Clearinghouse on Educational Managementone of severalclearinghoosel inibe.system, was established at the University of Oregon ,in 1966. The Clearinghouse and its companion units tiioceis refarchreports and journal articles for announetnent i n kRlds index endabstract bulletins; :, 1 .\

Research reports are announced in Resouices in EducatiditYR/E):available n many libraries and by subscription for $42.70\* year fromthe United States Goveintneht Printing Office; Washington, D.C. 20402.Most of the 'documents fisted in RIE can be purchased thrOi theERIC .pocumAtt Repioduction Service; operated by Computer crb .

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Both the Association °alifornia School Administratorsand the ERIC, Clearinghouse on Educational Management, are

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'pleased to cooperate in producing the Schop4 Airmage»tentDigest, a. series of reports designekto offer educational leadevessential information ona wide range of critical concerns in .

.--. , edircalion:, - , .;

At atime when decisions in education must be made on thebasis of increasingly comilex information, the Digest provides -,school administrators with concise, rea4able anplyses of theMost important trends in schools today, as well as points up '.

' the practicat implications of majorresearchfindings.. By special 'cooperative arrangement, the series draws on

the extensive researth facili ties:anand ,expertise of the ERIC....

Clearinghouse on Educational Management. The titles" in tbe/J'series were planne and developed cooperatively by bothorganizations. Usilizi g* the resources of the ERIC networks'

V the Clearinghouse is responsible for researching the topics ..and.p rep airing the cop); for publication by. ACSA..

-The author of this report, Jo Ann, Mozzarella, was corn-,

missionelt by the Oearbighouse. as. a research analyst and,writert I

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S. Lee Hawkins . . - Philip K. Pule.President .4 Director

.ACSA, N. _ ERtc/CEM.. _

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INTRODUCTION;

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Back in the rosy4iued sixties, when alterpative schoolswere new and shining and largely untested, t y were thought

.15y matty to be the forerunners of a sweepin and fundamental"revolution" in American- education, T.sday, in the cold,clear light of the s nties, while there are a few stet-doggedly'waiting for th revolution to happen, most gow view thcedu-

, cational Ate natives of the sixties as precursors to a new stagee'in education. "evolution:" . .;

If it is true.that alternative %hoots have.lielped education-to evolve, it is. Also true -that the-y,themselves_have_ev_oke_d_Today's alternative ich6ols are in many ways yery. different

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. from theirearlyTiredecessors. .

In(the beginning, .the alternatiye schools movementwas. largely private, an 'attempts byliarents, some students, a few

teachers, and' mov.e would-be teachersto byeakiaway troin,traditional public" schooli and to fotind schools run not byprbf5ssi6nal educators or administrators bur by the peoplethey served. ,These small private schools, arose of which badshoestring budgets, stresse indiviciu'al freedom for studeht's

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and the necessityfor them 'to take responsibility for their.own learning. The school fou rs took as their chainpionseducator's' .like John Holt,jonathan Kozol, Paul Goodman,and the Arandaddy of them a11, A. S. Neill, whose SummerhillSchool had-for many years given" students both free choiceabout-whether to-a-yen &classes and at large part of the respon-

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sibility for governing the school through democratic schoolmeetings.

Today, ongt a handful of suc "free" schooliAs Neill himself had predicted, Snmmerhill could notiunivethe shock of being transplanted ., to American soil. Manyschools, after a few years, 'either became more traditional of(after -an average life spin of about two years) simplidied.

. Deal, in his now almost classic analysis of the "failure of

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monlymonly cited reasons for such failures were that the 'schools '

. did not succeed in achieving important/educational- -

had insufficient funds

were linked to the "counter culture" and as its impor-, tance waned, so did they .

4 Deal adds to this list his belief thlt the typical early aiterna-tivi schdol contained the seed at its own destruction, "art.'

- underdeveloped and nearly anarchic structure for deoilionmaking and problem 'solving."

But if most of the early akernativeschools died,-one oftheif most important' underlying concepts had taken root, aconcept drat nowhas taken eld in public education. This isthe idea that,parerits,/st de , and teachers ought to be ablet have some choices a what kinds of.educational pro-

'rd t_gra,nas they firticipatein. Choices ate what the public alterna-tive- schbols vernen of the seven tie is all about. Thismovemeni is based Qn the idea that public schools, instead ofoffering one standard educational program to all students,ought to offer several alternative programs to fill the indi-viduatneeds of the people they serve:

Mario. Fantini, the champion of. the new public alterna-tive schools movement, emphasizes thii element of choice.He says that "the notion that there are a variety of ways in

kvithiCh children learn and can be (alright is -certainly not neW.What is'new is the thought That it should be made operatibnalin schools -not bylchance but by choice." .

Fantini traces the roots of the current alternatives Move.:men t nqt so much to "free" schools as'to the" "freedom"schools of the civil.rights MoVementschOols that were specifitcally'geared to the needs of black, childien, Out of theseschools came the idea that different kinds of stlidents actuallyneed different kinds of schools and that a school Canlored to the needs and desires of a specific group...- 4-

The public alternative schools that students",,Paseittic.'s(ndteachers now choos6 from are no longer mcrelY,Iree",ict(bbls

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(7or 441;p11" schools tor parent- or student -run schools; they -

now include a whole spectrum of educational alternatives' stretching all the way to fundamental' or "back to basics" 4

schools -wit hAir-ict -rules and authoOtarian-teaching methods.--.Categorizing the plethora of, public alternatiie schools is

confusing because'there are seyeral,dif ferentrnethods of cate-gotifation. Tilde schools may be categorized by

educational philosophy (how they teach)f .4

curriculum (what they teach).. -

administrative and political strticture (who runs them) \c.,Alternati-Jes classified by educational philosophy include

free, open, humanistic, fundamental, and basic schools.Schools classified by curriculum include magnet schoolsand,-schVol§ without walls. Those classified by CdTruntstrativestructure include schools within a school., minisch teamteaching schools, and schools that stress particjp.,,a. tivc lecision-

maingk. ... . ,, Some confusion arises from the'fact that, while all thesernethOds of classification overlap, most schools are'actpally,identified by onW one aspect. For instance, the Evergreen

* Alternative School in Eugene, Oregon, is called a "magnet", -4

'school. If might just as propetly be called 4n "open." school'or a*"sehool within a school" or be classified as a school that, ,

`inaludes parents and students in decisionmaking. ....

.Even inore confusing '" ate fact that the same terms areused diffetently in difkr t districts. One districtV'magnet"

a- may be another district, oollvithout walls,".1'n ode dis-trict, a "mirrischool" ockupyonly a few rooms and -serveonly 'neighbtrhood thildmn, vilille in another district a mini-

-ichool may have /separate campus and serve students from, the ;whole district. Ant'16pen,sehool in one _city may be the

`Ike" school of theiieighboring:eity,., -

,,,,,,,....).. conFusion is further compOididecrhy the fact that differ-

7... en t Ali-triC ts may use even the term "alternative" in different,...,.., ,,.....

: ways. Minneapolis, Minnesota, for insta. nce, uses the same,' --* Tegnition,to be used in these pages; that is,,aiterrtative schools

... - -are any-schools (including s'thools within 4' SC410 01) that offer. , -'

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all students ,a distinctive choice of educational, program. InPapadena, California, however, the "alternative" school refers%to the open of humanistic school among their "special"

City on the other hand, "alternative"Schools are schools for students who ha% c problems with theregular program.,

All thin Nutter complicated b) the fact that some alter-native schools simply aren't. Some programs that are called"altelatives" (perhaps to satisfy the. districts need to beeducationally "au courant ") o,ffer little that can be clearlydifferentiated from regular programs. One must be careful inassessing the distinctiveness of alternative programs to Intik.

ofor real differences in philosvh). curriculum, or administra-tive aid political structure.

types of schools often called "alternative " schoolsfor students with special talents-7Ma

4"problemsare omitted from our discussion. These schools,for dropouts; alienated students, and those with performingor artistic talent, are not,included because they were aroundbefore the alternatives moveetient really began and becausethey ate not open to all students and thus do not offer realchoices to everyone.

It; is probably a mistake to say there is an #lternativeschools movemestit In public. education today. There is insteadwhat would better be callea an alternative schools `explosion."The number of public alternatille schools funetioping today isprobably somewhere between five and ten, thousand. and

.growing all the tiinc: Barr has concluded that "such numberssuggest that the most far reaching mpefimentation and limo-,-

. Vation to ever occur in public education is now underway."

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ALTERNATIVE EDOCATION\eil: PI-11 ir.OSOPH I: I ;

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4, N.r. The &lief difference between some alternative schools .p

and the re'gul'ar program centers on educational philosophy .The two types of alternative edutationalphilosophy to emergemost distinctly arc open (or free) schools and basic (or f4nda-mental) schools. The two couldn'ebe more different. Whileopen schools arein formal, stressing creative discovery, student.autonomy, and teachers'actingeas faItators, basic schoolsare formal and stress 'obedience of students to teachers Whoare authbrity figures..

Free or Open Education . .The terms 'free"- school and "open" school-are not -con

sidered by everyone to be identical; one distinction is usuallythat free schools are even 'freer" thah open schools in termsof demands on students. Nevertheless, their similarity in ern...phasizing student autonomy and individualized programsmakes it reasonable ty lump both types,of schools together inthe same category is..representativeswf roughly the same edu-latio 1 philosophy.

Open naation, with its -.antecedents in the British.,Pri-. schools, s, according to Sealcy, been often mis'ubder-

stood. He notes that one common -assutnption is that openeducation refers to a "mass of youngsters milling around inan open space." Dismissing this chaotic pictures.of open etucation, Sealey-ixplains that in an open school "ihe classroom.is organized in such a way that it enables children to be inde-pendent in their use of available resources." His.obseivationof ten open,classrooms led him to Conclude that this indepettd-ence makes education more "responsive" because "teachers.try to ensure that the learn kg experiences relate to individual"children as they appear tobe at any giyen

A study, by Groobman,i Forward, and Peterson of whatthey called "informal" schools found that studepts in such

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schools showed more' positive attitudes toward school andteachers and greater transfer of learning to nonschool settings

than did "formal" school -students. Betts likewise found thatstudents at West Philadelphia Free School had better self-concepts,r attitudes toward school, and behavior than did stu-,dents in other Philadelphia schools.

On the other hand, Deal maintains (hit "alternative"schools that give students too much autonomy and responsi-bility for decision-makim do not shrvive Deal, though dis-cussing "alternative schls" in general. shows by his descriptions of their characteristics (authority vested in students,emphasis on doing and experiencing) that he is actually refer-ring to omen or free schools. . 4

Peal p fippoints four,stages in these schools' development:euphoria, depression, dissatisfaction, and. resolution. rn thelast stage the school either_ dissolves, returns to convention-ality, or 1,,itilours staff more. responsibility for setting schoolpolicy.while remaining lalternative."

That Deal's theories are so widely quoted is a bit of amystery since he bases his conclusions priconlytWo schdols,Yet his ideas ring.true and, his stages have been widely ob.served 6y Others involved in the development of alternativeschools.

Bakalis, after surveying ftem alternative schools. fouridllike Deal, that where studen were given 1afor learning and teachers act' d as resource personson/y, noone was satisfied with the approach.

All this research, taken as a whole, seems 49 point to cer-tain conclusions. Although free or open educatiA is moreresposive to students' needs, improves attitudes toward'Achool. Ind increases the transfer of learning outside the clZi$(..roompliving students too Much ("I-axiom and responsibilityleads to problems. Just hOw much freedoin'is `too much" is, `

of course, an ,urea for profound and heated disagreement.Two schools tI41 inustrate 4the, free or open c4kcjation

philosophy arc located. in Pasadena and Stockton, California.,'rhe Washington Cenien- for Alternatiye Stidies irPasadenahouses 500 students from kindergarten through twelfth grade.

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Started in 1972, the school, according to Shirley Neill, em-ilihsizes, students' development of .responsibility and self-initiated learning.

Neill explains that, beginning with the earliest grades, stu-dents are given'esome choices about the activities they partici-pate in. By grades, four or six, students are allowed to makechoices about how they spend several periods a day. By julliothigh, they spend the Morning 'on the core curriculum and 'theafternoons on freely chosen activities,--he result is that byhigh school, students are treated and respond "very muchlike adults ';

Peter Hagen, Pasadena sc lick; rict's administrative .

diLector for planning, -research, and de elopment,. told thewriter in alelephtine interview thatheb Heves such a school

. iieftectivi only for veof Wright, self-reli students.Another thriving school is die Stockton Open School,

started by parents and teachers in 1,975 for grades K-8.' in atelephone interview, -the salvors head teacher, George MC-Cormick, described the school as "humanistic and less au thor.itarian" than other' schools in Stockton. He warned that suchschools often attiact (or are used as a dumping groitnd for) a ,

large number of student's who_are hyperactive or "grossly, un-successful:

Because staff at this school 'want to ensure a ,wide raneof abilities and types of students, students are givep a one-week trial period to see if they can adjust to the freedorh ofthe school. Although the staff does accept some "problern"..students, they refuse to lake more than the school'S fair share.

.Basis: Education'.

Basic education, also called "bick.to-basics" or fundi-mental education; rests on the idea that teachers ought,tohave Complete control ever what, when, and how studentswill be taught.%Utilike proponents of open or free education.,fundamentalistt are not as much .conccrnedabou t whetherstudents like school or are :`self - directed" in Their learning astbeit are about whether students obey teachers and ptoduce,high test scores. While basic schpols received their name be-

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cause of 'their emphasision "basic skills," it is important toremen-tber that other schools even open schoolsmay stresssuch skills-also. Whai is distitictite, about basic schocils is theway.in which such skills are 'taught and the almost total lckof emphasis on everything elte. .

Noting that "alternative education . . . originally meant. in m st districts that'open, liberal alternative schools could

ade available in addition to-the already existing traditionalones,"-Schofield observes how ironic it is that "back-tobasicsadvocates in some districts have used the concept of alternative education to promote traditional, more conservativeschooling." indeed, basic schools are becoming such a popularfoiin of altorna 've that it is*poisible they will soon outtium.ber-alternative pen schools.,

A basicAc beep in operation in Cupertino, Cali-fornii, since 10.73.% The A$ (Academics Plus) School openedwith 175 students in grades one through six. According toPursell, the gchoot'was initiated by parents with.the supportof a priticipal. Alpo, favoring a more open approach, thepri al believed par rui should be able tormakd the finalchoice a their children's education. Pursell writes thatthe: school's founders believe some children learn "best in astructured environment and "need the thrilrof.competitionagainst one another."

One of the biggest problems. enounteied when ,instituting this school was finding enough students in one neighbor-hood..school to make up a 'class of thirty at every'grade level.Although over.1,000 students initially signed up for the pro-

.gram they Were dispersed amongthe city's thirty-nine schools.Pounders of the school discovered that most parents were not,committed enough to the program to transport their children

. across town to another school.Yet Pursell believes that in spite ofsuch problems a funds-

, mental school must rernainvoluntary, and that it must be anadjunct to a neighborhood school ratheititan taking over awhole school .and forcing. local residents to attend anotherschool.

Finding parents who will transport.studbnts is not a prob.

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fern in Palo Alto, California, where half the enrollmerii atfundamental Herbert Hoover Elementary School comes fromoutside the neighboihood, and transportation is not provided.But according to James Hessler, the district's coordinator ofsecondary education, Palo Alto's school board prefers to limitthenumber of such districtwide alternatives. In a telephone

\sktterview, Hessler expressed his kellef that the board wants.neighborhood gchools to provide enough program .cfticei toprevent ail the students of one particular philosophy frompeini drawn away. This p blem is especially acute in PaloAlto where principals are con med. about declining enroll-

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' ALT RNATIVE SCHOOLS 'ITH SPECIALIZVI FUR R1CULA

Some alternative schoie build their programs aroundspecializedecialized curricula to attract students with special interests.

ese schools stress such areas a.v.music, the arts; foreignlaanguage, ecology, or out-of-school expeliiirces. Usually these ,

chools accept students from all over the district and are called`magnet schools." e

., Magnet Schools

Cincinnati, Ohio, began -its magnet schools progra'm in_ .

1973. Eardley reports that the program encompasses fourteen different types of schOols, including those emphasizing

'arts, science, math, and foreign -language. The most popularschools here are the-arts school an0 the German bilingualschool, both of which boast high parent involvement, Eardleynotes that magnet schoOls, as they are organized in Cincinnati,

: do present .orle problems 156th teachers and principals in. the ..,.,regular Program feel some jealousy' lbecause the magnet

\ 1 'schools havemore money ($130 more per child) and the dis. trict's best students. .

:. -One especially successful magnet is the Zoo School:

environmental studies program in Grand Rapidi, Michigan.:r

Schldmmer explains that this schaill fOr sixth graders is actu-4 ally located ;on the grounds.of the Grand Rapids 400.,Wililer not neglecting the basic 1-equirements of the regulai .Sixth-. 40' grade piogsam, the school emphasize's animal behavior, sea-

stmalhanges;in 'animals, hiking, and nature stiidies.. Theschool tries to attract highly motivated disadvantaged sixthgradcrs. .

Another magnet School, sing 150 students fromgrades

LPSchool District 4j explains that' tie Magnet, Arts School

one through six, is, located in E ;Oregon:A publication:issued by Superintendent Thorna aSizant and the Eugene

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. teaches basic courses like reading; mathematics; social studies, -and writing through some form of art. f

Herman Schwartzrock, principal of -the school, told thewriter that the school was. started by interested administra-tors and t eachers, hut now also-receives a, lot of support fromparents. Schwartzrock, in his Ph.D. thesis, centering on theschool, noted several problenis experienced by the schoolimits first year that were solv,ed in- the second ,year: a previouslyinflexible budget, while not,increasing, became flexitIle enoughto be used for needed materials; a staff that was much toobusy.was relieved by the institution of a 'head teacher-andvolunteer coordinator; the percentage of students with behav-for problems Was reduced from 20 to 10 percent; "thebuilding was adapted; and the large number of curious anddisruptive visitors spontaneously decreased.

The Magnet Arts, School shares its building and Principal..Schwartzrock with Condon,*hool, a. school that is part ofthe regular program. This makes it a magnet school that isalso a "school within school."

Schools without Walls

The "school without walls" ,:isa,special kind of magnetschool basing its curriculum on the resources of the commu-nay.. Many such schools have no school building and holdClasses at art museums, zoos,..hospitals,.churches, and variousjob saes. The purpose of these_ programs iPto get students'out of the "ivory tower" atmosphere of the classroom andinto the community where education" seems mire teal andrelevant. Ari added bonus is that these programt, becausethey do iiot. require expentive ficilities., often "operate at a

st leSs than that of the regular irogram. .The Parkway Program in Philadelphia, Pennsylvania, tt

probably the most famous school without Walls; began, in1969 with funding, from a Ford Foundation planning grant. °.

and. now is 'funded entirely the schgol district. A 1973publication by the Philadelphia School District explains that

. the original' puipose of the school was "to integrate studentswith the, life of the community-'" Classes are hold in 'sites all'

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over Philadelphia, including local colts; fen transpottationthe school provides tree bus tokens. To provide students with

sense of belonging that inight be lost by .utendingauch rAr-flung classes, "tutorials" were instituted consisting of twevity,students am,1 an intern and staff member who provide guid-ance and help with basic' educational and human relationsskills. Students are all volunteers and are chosen by lottery.

Ruth Steele, arkway planner, told chewriter that theprogram 'is flourish ng with five unit's serving 1,250 high'school-aged students. A reading specialist has been added toeach unit. Steele cautioned that two factors that deserve care-ful consideration in such a pregram are communicationamong' staff members and students and preparing teachers toprovide the combination of skill training and guidance ex-pected in tutorials.

; Philadelphia's Executive Assistant for External OperationsOiwald Giulii told the writer that in 1977 administrators con-sidered -dropping,the Parkway Program because the Philadel-

. -i)hia district had been severili crippled financially. Yet whenbecame clear that this program, unlike other Philadelphia

ses ',alternatives, was cos 'ng no more or perhaps even less than, . . vr

....r,Fgular programs, lit retained.j Begun at about same time as the Parkway Prostar.n,

and in many wav, stint r to 'it, Chicago.'s Metro High School-.44ttresses career education, Ilaif the courses are held in sc ool

i:adquarters and yfre o.they half throughout Chicago, piinci.. Aftei'ktudying the program Ooore.and'others concluclpally at job si

ed.that ont..4,1 its most important r4ulti was a_

tes":

, student-teacher relationship characterized by noneornp"art-, men talLation, dialogueAvarmt h, and lack of authoritarianism'.!Ake Parkway's 11.4th Stile, Modre believes thl such a. pro-.,

I gram depends heavily on the skills of teach-ers/in group coun-1 1 seling. , .-I; Chicago's Director of Program Developrrient Donn 'WadleyI -, expressed to the writer his opinion that- 9ne of Metro's prat,- ..

A ' '1.Ions has been its lack of a clearly derided:model of how to

"I,. maitttitin relationships with the busiriesS'cornmunity.aSince, . thany classespare held, in local businesses, it is important that

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.. relationships with businessesiInitiated by indfvidu41 staff.t.

... -"members or Students nol be allowed to atrophy with staff-or-' student iturnoltet: Administrators in, the district are now

.attempting.to solye this problein .b) 'thinking of new ways tostructure the school's relationship'to loc-Al resources. .

Ip Teaneck, New Jersey, Alternative I canbines #- school-A without -walis 'structure with a philtlsoPhicaI emphasis on stu-.,:,

dent independenCe and self-initiated learning. ' Merscreau1 tt -writes that-the I lqunior and senior hightstudents can choose,.., .

-,.- ... froin *cdurscs givcit at the alternative higtischi)ol, regular high

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.t. ' schoolie and a local university: The School also arranges1.. , i. appirticeships or internship's in hospitals, courtrooms,

.mhsehms, and elementary . classrooms. Students aro livenmuch choice abut ho' w educational goals are Met\andinde- '

`pendence in )11:4 they use their time.i

' In a telephone interviest,Te4peck's Director for SiEcslaryEdocntion Frank. At-One reported that most graduates of. .Altern4five I do "treMendously well in college." Arone e'ro-.phasizecl that one of the reasons for the school's success wasa long "planning period; students and teachers studied and

4/ . planned for almost two yehrs tit-Pore opening the school. Henoted, too, that success depends iicatly oq,ivise staff selec-tion. Staff for Alternative I must exhibit A deep coMmitment.to students and. must lie people who have "stability as wellas ideas." Arotte also stressed the impOrtance of allowing analternative school to sontinue growing and changing in re:sponse to new ideas from 0'4 and students. 0

4.f.Magnet Schools forDesegregatio' .

... Magnet schools have,een in the spotlig lately 'as ameans for accomplishing'sehool raciatintegration. The theory,

AS that magnet schools are a good voluntary means of integtion because they attract all kinds of students from all overthe district, and racial quotas .can be easily balanced throughthe admissions process.

. Oswald Giulii, Philadelp,hia's executive assistant for exter-nal, operations, tolditche writer that alternative programs were"taking the lead in integration" in Philadalphia and "doing

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rather well,in most cases."' Because Philadelphia.is too ,large .;for districtwide magrieti (tweriiyVven., miles wide), magne4

'instead draw frOm wiTtliitritts. Becaun'Philadelphia.admin is--1'ktatori have found Oat'an enrollmeni of more than 50 per-cent blacsit sttrfetti in a tchool causes an exodus, of Whites,:no magnet;is allowed' o become mace Than 50.percent IA.-di.

Yet oihers caution that there iii;a limit to how mucVnifagf.nets can aid Si integration. Although many havVooked to -

as offering a solution to integration,small fraction of students'. Accord' .

oote, "As Houston saloolOfficiak arethe magnet school proOun there is:not

. , 1fot tiie district as a Whole.

Huuston's magnet syste.

problemst,lt sews 9ing to 'Levine andthe first to point oa racial integration progr

'Ned 'Harper, Alum Rock's system evaluator, mentionedto the writer that what may be happening in someldw socid-economic attendance areas is that the brightest kids4ir aps1because they hive more concerned and aware parents are-bussed voluntarily' to"schOols in higher socioeconomic areas;leaving the (ow socioeconomic areas'with schools full of lowerachieving students. 'Harper stressed that this alleged patternwill rerriain purely conjectural until 1 tilantied 'suidy Is com-

.

pleted this summer. . ,

Perhaps this problem can be solved by copying the exa'mple,of Chicago's Whit Young Magnet High School. The schooldistrict poured dirOpoirtiiinately greater resources into theschool, located in a, low socioeconomic area, so that its higherlaity would make it especially attractive tcatudenis. Moore

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and Levine justify spending larger sums" on Whitney Youngthan on other schools because of its function as part of Chi-

,cago's urban renelkal program.

What all the disaweement about magnets and desegrega-tion suggests is that a magnet4rozriim can. only be, a, smallfacet of an effectiye desegregationorepam.r'As Moore and.Levine admit, "It is unrealistic , . to expect that fundamentalinadequacies in educ4tional opportunities in big cities like

- .ChiCago can be cleared up merely 'by establishing,a series of

* selective magnet schools.7This is true even in Dallas, a city that is trihi" forefront

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in tisingpiagnets'"for desegregation on all grade levels. Thetpagnet,school,program includes five "variguard schoprs" onthe elementary level, six "academies" on'the middle-schoollevel, and seven "magnet" high schools In early 1978,'thecombined piogram served;bout 11,000 of 136,000 Dallas

.students. i e

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carlton.Moffett, assistant superintendeni of Dallas mag-- net schoOl qperations, told tilt writer that ,mtcjmum pro-

lecteC1 enrollment' for these 'schools is approicimately 17,000'students -still ,only about one-eighth of thetolil enrollme ,nt.,

. Dr: Moffett expressedhisenthusiasm for magnete."a viable-tea to pro;fide..qqality programs in i multiethritesetaing,"

, 'but agreed that this sort of program neees to be combinedwith other elements to triake'.up a successful total clesegrega-

.tion program. . ".. .

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ALTERNATI'VE SCH66,1- t

P; POLtTICS: WHO RUNS THE SHOW ?.,kt

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It ought to be Clear 6y now Chat gliblic'altetnativssel-:oolsare offeringed kinds of new educational choices to teachers,

. .parents, and 'students. But-ki is nbt the only-way they areinnovative. Alternative *hQols are bringing with them signifi-.cant itinovattpns in organization, administrative arrangements,and -governande.:...indeed, i study by Duke concluded that

. "whit is .most significant about the data is that ver; few con=....

tcniporary Alternative' schools opted for a conventional typc.. .

of adminitgrative organization:" . . , 4'., .

Minischools and Schools within a School

1 One new type of administrative arrangement to etherge..

from the public altcraative schoolsmovement is the school ..

that is shbordinatei, to or part of another schdol. This,kind ofschootis usually calted a minischool or school within a school. .

it is.usually Nouse& in a section of a neighborhood. school,and, whilc it may' have a head teacher or coordinator, it is UM-

'. mately goy,erned by the principal of thi,"parent" school. 6. i. While the terms minischoOl and school within a school-

:are for the most part interchangeable, thcy ay have differ-..

r- ent meanings in different districts. Whereas a hool within a ,

ehonLalways implies the existence of a larger parent school

:-.0 also containin&the regulaY program, a minischool may be-ode.of several equal alternative programs housed under one roof;and while a school within a school is always in the same build-, '%.*

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ing as the parent school, some minischools (like the "adjunctminischools".in New York City) actuallyare geographically 1.separate from tlxc parent-school. Both types of organization

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are useful when clientele for an alternative' pnarartt do notfill a whole school.' This sub6rdinate type of OrgAzation ,

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mean that an alterative program &Es not need to take, over le schdol and thus displace neiborhood children

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who opt for [We reittlar program.t.

Balsam explains ,that. millischools in New York.City ardrun by a teacher cocirclinator who.liesides his.or_her adininis-

, tratfve duties, also Wadies part of the cl,a); this coordinator issubordinate to the principal of the punt school. Balsam n-

tends that one lesson to he learned from N York mini-° schools iti that 'arrangethents in which achers 'teach part '.

tine in the parent school. and part time therhinischool areunsatisfactbry. According to her, sfu nts need to f(el that

',.teachers belong wholly to their group.*Balsam has noted also in inherent se ion iti New York's

type of minischool arrangement. Although ff of the sub-ordinate' school may be grateful for the facilities, istancc,and validatiooithat a parent school can contribute, they never-theless often. long to be free 4.)f the supersisory constraints ofthe parent,school,

New York City's Ilaaren, Itigh School represents anotherway to org nice alternative luhschoofs. Morisseau explainsthat Elaaren is divided into foil .teen alinischools, each with150 stud s. Each school has a. special acadCmic or career. ,

theme, and many include on-thelosxptriences. Morisseauinsists that those who attempt, to divide,a large school in thisway must involve the whole school communiffln planningand .setting up a program relptant to their needs,

Although the Ever-green Atertlativc in Eugene, Oregon, iscalled a magnet school, head TeacheillPat Uoryna wit/ the

/Writer it is more properly a st hool within a school, Occupying ,one, of the "iquads" at Eugene's "Edgewood School, it is Ulti-mately under the jurisdiction of Edgewood'i Principal Billthtgan llor);na stated tharreasons for wergreen's 'positiverelationship with its 4pareni" Edgewood" include a great dealbi interaction with the regular staff (including lunch periods),

`strong support 'from the principal, and a staff'at iEvergreen,.,who areA4positive,outgoing, andgutsy but polite."

Poore Sharing

Even more important than alternative school organizationis alternative school governance. Since alternative schools are

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-.'-:: ..based on.the'notion thit,parents, students, and teachers oughtto be given sortie' choices about which educational programs

.-.. they participafein, it makes sense_that most altemati,4 school.programs include these people in planting and making deci-sions about programs. ............mr-" .

. . i 4,Most educators agree on the importance of involving these

groups in the planning of alternative schoolLFor exampk, a., publication by Payzant stipulates' that Eugene, Oregon, alter-

native programs are to be developed through the cooperativeefforts of "educators. pat-tints, pupils, and.cpmmUnity,repre-

) sentatives." Even more authoritarian basic 'schools like. theA+ School in Cupertino have involved parents and teachers inthe planning process. Barkhurst add Wolf found in a surveyof public ,alternativekschools- that "teac'her, parent, and stu-dent involvement during- the initiation stages seemed to he. critical."..

Many alternative schools include stall.; Audents, andcom.ntunity io governing schools as well. In Eugene's.tverireenSphool, much decisionmaking is cioneby a ten-member steer-ing committee' made up of parents, one teacher, and one aux.'iliary staff member. Recommendations concerning 'hiringcome From a; steering committee member, one auxiliary staffmember,vind two students.

Balsam notes that in. many of New York City's mini-schools; the internal governing body is a student4taff coin-niittee, and in at least one school the students help interview'prospective faculty. Balsam maintaink that,, where studenthave real power, 'tan' irnprovemeni in the care of mini schoolproperty is noted, and ,a great decrease in stealing of equip-.ment and materials." .

In' a telephone interview, Los Angelei Coordinator ofAlltensative and Year.Rouna Schools Vincent Laura 'reportedthat all current alternative programs in that city have been

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ir, ltiated by parents. In addition, parents have participated in

: 'the selection of alternative school principals by submitting to

':.--.._the area fuperintendent a list of their first three choices.Prob-.lems haveariseri, +however, because the policy,did not clearly

.....

... spell out thl limits of the power oT all participants. Laura re-e .p, t .

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Plied that in tilvo,oses, when the area superintend t did notselect, the parents' first choice4arents appeale to the board,who in biah instances sustained the deCiiion after lenithyconsideration. A board-appointed committee is now reevaluat-it* the current procedure, which-Laura believes has tended towaste 'the time.of staff, parents,, and board. ' -

The power-sharing aspect of alternative programs means, A"

of course, a new, role for administrators. Fan tini has summed ,it up by saying, "The role of tirj; 10°1 administrator is toprovide an enabling structure. This means giving basic IMO !---mition on alternatives to interested parties and'arranging andfacilitating meetings among teachers, parents: and students.",

Zander, herself a principal in ,the Mifineapoiis schools,also sees the ptincipal as a facifitator.aand adds this, cautionabout the :pie: ". it seems obvious thathe principal must-.,e few in the effort to devercip aventtes for partkcipatory

decision making and not.try to pass off decisions made bythe principal as having been made Ineall affected byaherri."

, Carrying these recc>mmendiions'u step further, the Stack.tort Open School's Head Teakg 'George McCormick ex-pressed to the writer his belief in the importance ofschool not having any administrator at all. Although McCor:mick' does ''sign the forms" at the school,tind acts as a liaison

P..so withothe adniinistrative staff, he contended that a full-timeprincipal (with a recd to impose his or her own programs)would "destrox the school." .

Not all experiences of power-sharing in. alternative pro -grams have been successful. Key participants in the Minneapo-lis Southeast Alternatives (SEA) Project started out with high'

. hilt* concern* ee,rpmunitysirtput and power-sharing in theproject. Much parental input was intorporatediEtO the plan-ning stage, 3ii`d, the same .sort of parental initivementdecision- making continued as long as the federal funding did.As federal funding was ending in 1976, Morley.was.cweciallyenthusiastic about "the unanimity of purpose" that. result'swhen "parents, teachers, administrators, and stud(rru. share"'id the decisions that shape the educational programs.V Morleynoted that "parent.satisfactiOn runs Zorn 75 Oh 98 per cent

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".at the five schools."

. In late 1977, however, a telephone interview With Univer,sity of Minnesota Teacher Center Director Fred sHayen re-

. Waled 'that since federal funding ended, "general governanceot the project has taken bta different tone."..The SouthestCouncil, an advisory council Made* Of teachers, administra-tors, and parents, still meets because of the enthusiasm of its

.members. But the council no longer has a mandaie of a for-.rnal place in thestructure. Although recommendations of thecouncil are listened to, according to Elven., -there is some feirmithat in time ti' council-will simply "fade from the.sceue."

Such a late "for'Owersshtting-iplans is not unusual. It isoften under (even to .administrators) just how much poweradministpeors are willinkto relinquish. The Scientific Analy-

ji!Stortioration'seevaluaMli ot:Berkeleyl experiment in alter".....aativis'contends that by the end or IR project, there was

little powersharing by parents,and students,. Authors of the,report feel that 'adMinistrators in i3erkeley did not welcomeintervention by amateurs in what they perceived were tierareas of piofessional competence. t -

Sachs. and Codding, by carefully studying alternativeschools in-four schol districts, discovered that problems oftenresult because "(lie norm that decisions alv made democrats-cally conflicts with the norm that the Board of-Educationmust make all decisions."

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DISTRICTStOFFERINGA SPECTRUM OF 01CLTE RNAT!VES

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Even though alternative public schools are sweeping the fnation, most districts offer only oneor two alternatives, withadministrators assuming that most students will do well 'and-be happy in the "regular" program. But for some educatots, ethe alternative, education. dream is more all-encompassing.. ,

Educators like Fantini sec diversity as the rule rather than the'exception. They onvisibn medium. and large-size school dis-tricts Offering .a whole sPectrtini 'of alternatives so that, ineffect, "the "regular" "program becomes just one'of the alter-natives.

, What happens in districts that offer , number of alterna-tives? What problems does. presentini many alternatives pro-duce?.Why does; this method work in some districts but not .

in others?

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,Minneapolis Southeast Alternatives,

One of the first cities.to offer a wide range of alternativeswas 'Minneapolis, Minnesota,. whose Southeast Alternatives(SEA) Project represents ,a pioneering effort in alternativeschools..In 1971, Southeast School District in Knneapoliswas among-a handful of istri is lucky enough to obtain afive-year grant from i..the U. . Office of Education's Expertmental Schools Program. Du ng-this time, the district received.$500 per student per year a *total of. about $7 million) todevelop alternative schools.

Apparently, acceptarwe of the Minneapolis proposal wasnot based on luck alone. According to Morley, One reasonMinneapolis was chosen was that the 'administrators in thisdistrict were unusually dynamic 'arid committed ,to qie con-

t ca pt of alternatives. I

Muci parental input was solicited during planning of thealternatrves. Neighborhood meetings, were held, and out of

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this process griups formed around particular, educationalstyles. Five- schools emerged: a free school, an open school,an ungraded continuous progress school, a "contemporary"school (stressing basic skills), and a rather eclectic high school.

.Morley points out that *ttiese schools were ttever in competi-tion, nor was there any assumption that one of them would

'Ample as-tIr "best."- When fedFral funding ended in 1976, support of SEA was'

taken over by the district. Standardized tests, administered inThat year,___indicated that students compared favorably withstate and naaTlnorms. At that times Kocher noted evidencethat parents. amkstudents were taking 4 ventage of the altei-naiives offered tI em. in the fact that almost half the students

e not in peighbothood schools. He noted,led that at post schools most parent's jelt

tting an "excellent*" education and thatfelt that their children were happy.

n with the director of the Minne-f Minnesota Teacher Center

e stJl alive and well 7.orted that /

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e district. we, that data indic

their children were80.90 percent of pare

A telephone conversaapolis Public Schools/Univerststn late 1977 reVealed that altei:nativeslit Ming' eapolis. In fact, Director Fred Haynot wily are all the SEA alternative schOols still in(supriaLted . entirely by. local funds), but "the alternaschool detign process has spread across thetity" so that "setsof alterriative schools" are scattered throughout Minneapolis.

-. Eugene ..

Eugene, Oregon, District 4J in 19/7 offered seven elemen-. tary-and four secondary alternative programs, an exceptionally

large number for a town' OF approximately 100,000. The dis-trict,, in a document 'outlining its alterhatives program', ex-plains why: .

In establishing alternative schools, it is the board's beliefthat different children, learn in different ,ways, that no onesingle educatidnal approach is the right one for all students,arid that providing a large variety of educational options forstudents and parents help; the district better meet the needs,of all itsotudents.,

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According to Schwartzrdck, Eugene's alternatives beganin 1973 when new Superintendent Thomas Payzant indicatedhis 'interest in alternative schools as a "way of meeting student needs." Payzanj began by holding a workshop for 300staff members to discuss all` facets of alternatives. He nextheld a meeting to obtain ideas from. parents and studentswithout the presence of staff. An Alternative Schools Steer-ing ComMittee was selected to evaluate proposals, and lastly,an alternative schools fair was held at which parents and students heard presentations concerning nine types of schoolsand indicated their interest in their favorite typei..

dEugene's alternatives are quite diverse, though some areifficult to classify. The Environmental Outdoor School,

serving forty to fifty fifth- and sixthgraders, stresses ecologyand_ environmental concerns. `Action High' School 'offers aschool-without-walls program to 100 students who, or half ofeach day participate in internships-in community agencies.The Patterson Primary Center is an open 'program for 100elementary students. AR programs shave been developed byparenjs, staff, and teachers; no .transportation outside theneighborhood is provided.

Eugene has a Special Projects Assistant to oversee all alter-native programs. A publicationissued by Payzant and, the dis

'trict concerning criteria for alternatives stresses that alterna-tive programs must not exceed pet-pupil cost in other compar-able school programs. This stipulation echoes recommenda-tions by Fantini and others.and makesgood sense as a way ofassuring acceptance and continued existence of the program.

Philadell5htal t'fts.

13eginnirig with the institution of the Parkway Progtam is

1969, Philadelphia has been a leader in the alternativesment. Finkelstein noted that in 1969 alternative .prograilsPhiladelphia were being given "system-wide priority." At thattime, alternatives were serving 10,00Q of Philadelphia's275,000 students. A 1977 publication issued by the Philadel-phia School District concerning alternatives proclaimed inthat year that the city had "somcof.,the most exciting educa-

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Alum Rock.

Ps Another district that at one time offered a massive after-,

tional opportunities offered in public schools' anyWnere."The vublication listed Aptal of 102 alternative programs -2$elementary and 74 sedaryin the district.

By late 1977 ho(ivever, things look04,a lot different. Intelephone intervieWNPhiladelphia's gx*t! tive AssistantExternal Operations ate* diiClosed that the dis ict,because of a serious financial t -been forced to cut

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the program by 65 percent. t i that time only thirty-fivealternatives were being offered. iulii extilained that most ofPhiladelphia's alternatives had depiended on small class size.jaround fifteen students) and were just too costly to be con-tinued during a financial crunch. An exception was the Park-way Program, which had been able to keep costs down byu tili zingsorrun u ni t y' facilities.

%natives program yet does so no longer is 'California's Alum'Rock Union School District. Alum Rock is unusual in that it -received federal funding as a pilot program to test the.leasibil-

s, ity4of all educational voucher system. .( 11144 original voucher idea, as conceived by ChristopherJenks Ina others, parents -would be 'given an educational

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vouch5r to spend at the 'public or private school of their. SuOposedly, through competition the best schools

would survive. For rather obvious reasons, Alum Rock devi-ated from this concept somewhat. No schools in theureaclosed' from lack of enrollment, no teachers or administratorslost dick jobseand no private schools participated.

.Funding stretched from fill 1973 to spring 1977. Rasmus

sen reports that of Alum Rock's twenty-five elementary and. middle schools, fourteeniarticipite.c1 in the program. Each of

the fottrteen housed two to five distinmeducational programsCalled .minischools. An Alum Rock Union School District pub-lication noted that the voucher systeni increased' bothtdiver-sky in the district's currkulum and autonomy of teacheri Mcusriculum desig)1.

Vet by spring 977 the voucher Rroject in- Alum Rock

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. was dead: While the district still retained an open enrollment .

system, only a few real alternatives in the form of minischoolsremained.'

Dan Weiler, commissionecrby the Rand Corporation toevaluate the Alum Rock Project, c mmetited to -the Writerthat one reason few alternativ sch Is remain in the city isthat.the district was more comm to the co ceptbof decen-tralization than to providing a spectrum of Iternatives. Inaddition, the large number of minikhools became difficult tocope with; in Weilerti, words, "the teachers becaMe weary ofthproram."

Ned Harper, Alum Rock's system -evalua tor, stated thatby .1977. Alum Rock administrators were allowing, but notencouraging, the retention of minischools. tie Aso indicatedthat a major unknown was how much the various minischoolshad implemented truly distinct instructional programs. Heindicated that Rand's forthcoming report on alternative edu-,cation should,. provide an empirically based resolution to thisislue. Finally, presumably because programs did pot teachthe same thing at the same time, students switching programsmay have experienced a lack of curricular Continuity. A num-.

ber of teachers have complained of difficulties in integratingnew students into ongoing programs.

Berkeley4 Like Minneapolis, Berkey, California, participated in

the Experimental Schools piogram from -1971-1976. UnlikeMinneapolis, Berkeley allowed the program to die when fund-ing stopped. At its peak, the program encompassed twenty-litiree program options (ten of these, however, had actuallystarted before funding began). By 19761 only two programsthat hail begun since 1971 survived. Furthermore, the Scien-tific' Analysis Corporation as. contended that by the end ofthe project there was no significant difference betweennative Schools and other schools in things like quality of edu-cation, dropout rates, or parent-community participation.,

Why did the Berkeley program fol? The Scientific Analy-sis Corporation lists a number of reasons. One was unique to

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Berkeley's interpretation of alternatives. The district coin-' 'tnitted much energy to three ethnically centered programs

two all black and one chicanobased on the belief that stn-, dents would learn better in 4. program built around their own

culture and ethnic history. The energy was wasted, however,because the Office for Civil Rights forced the closing of allthree. .

Another problem may have been that the program wasweighted heavily in favor of secondary school§ (seventeentwenty-three), unlike the programs in Eugene and MinneapolisFinally, according to the Scientific Analysis Corporation e'Berkeley, district simply did not attach much importance l°the program or its goal of."compiehensive change."

Although rearm for failure or success of any programare complex and often unique to a particular place and set ofconditions, at least two factors seem to emerge from el theseprograms. uccessful alternative programs usually rest onstrong commitment by administrators and on insisteve thatalternative programs must Cost no more than regular pfograms.

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SOME ADDITIONAL HELPFULIDEA4

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Participants in alternative programs and edticatori whohave surveyed their functioning have gleaned many facts,lessOris, and practical idels helpful to those instituting alter-natives or wrestling with problems beietting their own pro-grams. While it is important to remember that suggestions orways of proceeling are.not always transferable from oite pro-gram to another, the following list contains some of the, mosthelpful ideas distifled from both individual expetiencei andextensive surveys of alternative programs nationwide.

'Direct quotes are enclosed in quotation marks in the fol-lowing entries; otherwise material is paraphrased. Each tip isfollowed by the name of one who advocates it (along with*hool affiliation if any), but many of the suggestions havetren echoedand reechoed by a number of experts. .

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. .How to Begin

Alternative programs should not be dtveloped in a vacuum,but ought to respond to fderilified needs. "Programs whichrespond tq identified -nee& are not, only more likely to

,accomplish their educalibnal goals; they are also more easilyjustified to those Who must support them financially."

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Lyn Broad

A good source4of help in instituting an alternatives pro-

gram is nearby districts w_ht4-hdve relevant expettence. 4

M. D. Barkhurst and W. C. Wolf, Jr.

The Eugene school districts seven page list of proceduresfor those wishing to institute new alternatives stipulated thatpropoials Must, include such things as

114....baic educational assumptions

*general goals in terms ot aspects like pupil and teacherperformance and instructional Oniciowes

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deeistenmaking structures

a time line.

i-budgetR

Thomas Payeatnt (EugeneSchool District 4J,tOregon)..

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I., ' In 1977 the School District of Philadelphia stipulated thatalternative programs "should be significantly different fromwhat it curretidy offered in the main school." At that time,

.the district required that proposals include inforniatip . con- ,cerning such things as a pre 's supplies and equ !Bent,staff and staff selection crite

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"a, student populatio serve'd;and admissions procedures. 1

/ Philadelphia School District (1977) ,

For those. intested in proposing _alternative programs,".i . .

the Los Angeles Unified Scholl District has issued a publica- ., , .

t *

don the incluaes guidelines ailci a form to use when submit.ting a program plan. Unique aspects of the guidelines include

'the follbwing stipulationi: A, ( I.1t ..

One person must be giesigitiated spokesperson tor tthe al-- ternative progtam.

S.! The progrim must be multicultural and multiethnic.

Decision making must be -shared with parents, students, ..and the school community. 4 .4-

Los Angeles Unified School District,

. ..'... cerning alternatives in California, including definitions, statu-i.,

:of Education provides . administrators with information cOn-.

tory requireritents of the Education Code, and basic do's and

A:pamphlet published by the California State Department,..

. t

don'ts. Included are these statutory provisions:..:'' \ lig / 7 4

Students and teachers are to be selected from volunteers0t : ' -* iMly,. , 4

The alternative program should be funded and main.,twined at the same level of sUpport as other programs.

There will be no extra state apportionment for transpor-

'

Ir'4.

.. :.

cation foralternative schools.. .California State Department of Education

When beginning an alternative high school; it is wlseto.select an established school as a recofd center-to ensure thatstudents will ahitays have a source of accepted identity and

'evidence of graduation in case the school dissolves.,. auce Howell (Tulsa;* , .. f.

Oklahoma, Public Schoolsr. ....

With a secondary schoil alternative pr gram it is impor-r, 4. t. .

tant to seek assurances from collegei that aduaters seekirfg ....admission will not be penalized, .

...

,Douglas Watson ,

, t , .

.

One important reason for success In Grand R4i'ds, Michl- .

gan, may have been the tong and careful planning undertaken,by this district. The twenty alternative programs the district . roffers were developed.owly over ien years. Some recom

.mendations were made as long as four years before the" pro .

gram started. ., ..

1. . Smith,'Barr, and-Burke

Gaining ComMunity &ippon vOne way .gain_community support- for an altdrnaiive

program is to develop a human relations program,'which mayinclude information flyers, community speaking 'engagements,a slide-soundpresentation, and newspaper press releases.

Jack Brown (Nova High. School, Anaheim, California)

$.

"The,surest way' to guarantee the failure of an'alternatiyeprogranOt to impose it upon a community as the brainchild

.of a few school officials or education profeisors but lacking .

,prior input from _students, teachers, parents' and other kegroups ',whose role may be more important than is obv'first." .

Dou

.

3C

1(7,

-

%

s at

as Watson

29 '''

:7.

. 4Parent' support can be gained With the institution of a

community. resource coordinator who creates voluntsir pro.grIlms_and acts as a commtinitty liaison.

a,_ Judith Farmer(SEA Project, Minneapolis)

Staff Selection and Training

Alternative schools, because of their small size, frequentlymust utilize staff members who are very versatile and can

'teach a number of different things.James Heisler (Palo Alto Unified

School District, California)

A useful technique for selecting staff who are expectedto work in a team orgroup is give applicants sample group

- t4ks and observe their fun o 'ng.r. Frank Arone (Teaneck.

P bile Schools, New Jersey)

14Th4altema ve school it,ff burnout phenomenon whichoccurs to most alternative educational forms must be coun-tered by critical staftserection support and skill reinforcement,and retraining."

Jack Brown (quoting Art`Bosna, Principal,Nova High School, Anaheiin, California)

9, . '"Anotlier lessen learned from SEA is that teaching staffsCan be sufficiently retrained to allow them to fpnction effec-tively in new educational situations; and that this is time evenof facility who may not have been enthusiastic about assuni-ing new roles." . .

John Davis (SEA Project, Minneapolis)._._ .. . .

Inservice training4lay be provided by schools coni ming'resources and expertise to form a network whose msiiibers,design inseririce programs and hold workshops at the Partici-

. !Sating schoOls.

'

'S

Inservice 'training should

le

be in response to a problem the school wets help with

utilize consultanp who have both a theo4tital and Practical understanding of the issues involved

fopus on a particular issue but directly relate to day lo.day realities

involve consulLts on both a regular and longterm basis

Michael Bakalis

In Minneapolis,. a' teacher center,' begun as part of theSoutheast Alterha4ives Project, now utilizes resources from*the University of Minnesota and individuals with privategrants to peoiide training and retraining activities for person-nel. Rather than training staff and then disappearing, these

) trainers provide ongoing support and a place where educatorscan return for help with specific problems.

Fred Hayen (Minneapolis PublicSchools/University of Minnesota .

. Teacher Cinter, MinneapOlis)fib

Financing' .

Alternative sch,00ls usually havesextra start -tip costs. It is.impottani that the school board be committed to contribut-ing enough money for_the program to survivenot just start.

Elaine Kopischke-Trejo (SoutheastAlternatives Free School, Minneapolis)

6The Education School Aid Act provides federal funding

for:. magnet schools. The United States Government has setaside $50 million lot planning and operating (but not con-,strutting) alternative schools:

"Once alternative programs are underway, most can oper-ate within a district's normal range of per pupil costs." Whileexpenses may lie greater for StIffing.or transportation, thereare often savings because average attendance is higher, flexi-

George Krahl

'-

38- 31

. r

r..

4

gar

bility of scheduling and program may alleciate.the iced fornew buildings, and community resources and volunteets may..make possible a smaller staff. , ...

Lyn Broad.. ..

Outside fimds can be detrimental to an alternative school ....if the program is set up to depend too heavily on them.

c Douglas Watson '.:.

evaluation

;Teacher evaluation in alternative programs often includei

more discussion between. teacher ancfpiincipal

evaluation by other teachers, students, or a masterteacher .

a teacher review committee made up of administrators,teachers, students, and sometimes parents.

Michael. Bakalis

When evaluating alternativ e schools, it is important thatthe school be evaluated on its own goals rather thin on criteria

--;designed for, another, school or program. It is equally impor-tent that alternatives to the regular means of evaluation, ifthy are to be used, be selected before school opens. ,

Lyn Broad

Sinless p'articipants in a program can convince the schoolboard and state officials to accept other means of evaluation,they must be prepared to administer standardized tests.

Douglas.Watson

Evaluation of students in alternative schools often involves.direct observation, some use of students themselves as evalua-,tors, and continuous evaluation of skill mastery.

Michael Bakalis

"58.16.5. Each district operating an alternative schoolshall,annually evaluate such school. The evaluation dial'incline pre- and post-testing of bask skills for student partici-

32 3 c

i

.

1---..c... .---- . .pants, and must identify the variables which. may have affectedstudent 'academic achievement: The process' of evaluationshall *lso include teacher, parent, and student input from thealternative school itself. These evaluation reports will be sentto the Superintendent of Public `Instruction on or beforeAugust 1st ofthe follbwing year."

. California Education Code,

a .Alternative programs need to utilize evaluatioat has: as its purpose the improvement of.the pm:gram

as its pripary audience the-pr.qgram participants

evaluators sertsitrve to the 'needs of program personnelse A: Thel Kocher Of

(Southeast Alternalives, Minneapolis)

. .,

0

.1.

, - -

. ,

.

4 .

4 .

.4 ...../

.

. -

,

s

e

,

.

.

# , -

33

. , -..< .,...

'.. "1-1:: : .-- ,

,ii. . CONC1.1.1.SION'a

. <-

, ,):i -:'-t': , .--40,.; / '.

i4'' .. Y.,-. I

44. ie.... .

-

M4

People ho are absolutely sure they know which methOcisof ed don arc the rig* ones probably are not very come

',4_!.k.._ -for* E lidtkahernative schools as they have evolved;in the. .a: ties. The fundamentalists think the mien schoolers are4- .v. , ;/ doing irrevocable harm- to children and to United States

EA, "society. the open school advocates feel iust the same about a

ahe fundamentalists. In,l)etweert are a vast number who think" .4,,,.,,,,. . .*-abodgr.Otipi are misguided extremists: . .

'' 'f.;.,, .: -, ButtfOr tkoie who are a little less certain thit there is'oni0.1. "best .of all° pbssible mittkods," today's alternative schools 'x- * hold a lot of proiniie. For those who believe that different

students learn and differe .rs teach in differegt ways,alternative scho o like a good *ay to attempt to match '

. student teacher with appropriate educational.technique... . a,,

I;.; , , That..is noeto say that there-are not some problems yet -7"..

unsolved. Alternative schools are itoo new no to have somer...,,..,.. . iingementation problems. Nevertheless, with new alternative .

,!., schools, springing up every );ear, and with, snidents,,:parents, -

Iv. - :and teachers everywhere voicing enthusiasm for alternative .

programs, there is some reason to be hopeful that these prob.lems are being solved and arc worth further` effort.. For, as :,

with0:- ' Fantini puts it, "Overtime, we could emerge a redefined1:.%*: i -, t: , system of pUblic education that is diverse, seli-renewifig, and

- .eirio"'responsive to a pluralistic society. pp .

9

.

eSi':

.7

.4,:" _t

'

41.

...Il."7%, ...

/ r7 ;-. , . i, ..

A...

.;BIBLIOGRAPHY

c., , , _ ' . .

Many of the items in this bibliography are indexed in ER1C 's monthly$% 4; tatalop Iesourca to Education (RIR) and Curreit Index to lournak in, -:-

KI/11) RcPbrisEducation . :wit& are itidiCated by an "ED': number; s,r,.journal articlei in C/if areindicated by an'"Aj" atamber. .

4,,-. , ED asonibers. Arability is ;toted, froa the publisher or from theL.')." ''''' ERIC Documeit Reproduction Service (EDRS), P:O. Box 190, Ailing -, .

-top! VA . 2220. To. order from EARSopecify the IED bumber (EDimpabees,,;i* yet aligned. can be obtalutd from tin Clearinghouse whenavailable), 'type; of keprOdictiOn desired-microfiche (MF) or papercoPy' (KC), lad number of copies. Add,postage, figured at the following , , -. :,...

,_4_,,, rates, tO me cost of all orders and include check or money order pay-.'; . , .11hk.to *DRS.. . -;

- '1st claw (MF only) ) -3; 80.13; 47, 10.241 . 4

4th Oasit75. or fewer MF or BC pages,' S0.30; each additional 75 N.

A -4'"MY orIld pagesthrough 525, 4041; 626 or More MF orHC pages, $0.08 per each additional 75 pees.

, UPE: or_fewer MF, HC page,,,,not to exceed $0.,99;:eich sk 4*,

- 4440011g 7511417 dr 119 pageithroutti.% .525, $0.28; 526or,, "7 more. MF pages, P.97 to $14.85 per each addi-

If'...11.6#4,17.g.ors. ,

nambkra.. Availability, iriated; from the: publisher or fro* lint-"'ashy ?dicrtifOuts International OWfl, 300ZgabAktad, Ann Arbor;

2 --. .. MI 48106. To order from UM, place orders through toll free hotline'" 4 (SOO) 621.3042 or piepay ty cash, check, money order, or credit card.

.4 -quantit rj amber,-,joarnaL title, article title, and volume,

- issue, sail 41.0,e:1 copies of same article $1.00 each.-

0-:; , ..Alum Rock Uni trict. Final Deport on Third and Fourth

Year Op ilium Rook. Youcher,Profect: San rise;-,-. 0 COO s. ED number not yet assigned. &IF ,

kSiOvn..:- ,. '44'SOSS: m EDRS. -.

1.. #1"1"-'1.t Bakalis, 413elections t WorksThis Way for Some'

f.toir

1 rsiatit OchOols'. In.04 tion: di Saute.,,,k.,AtogetParasts,Tetchers, Students, and Adminittra . edited

40'.`°°'

,-. -by D. Fantitii, pp.122151.-Garden City, New York:-Doubic,it; : day & Co.sillichor Books, 1376.'Copies of entire document aria.

''' able AM Aitctior Baits, Doubleday & Colac., 201 F/Jr' : Ave.; Garden 9tyt NY 11540. $4.50. ',

'''''''3"'"-elatiamj Bertha G. lianaindeation and /

. .

". ,

4

1:14.;14, , .' ,:.-

42

Ytrach. ,rooldyn, New York: Division of High Schools, Newk°Citi-Botts.d of Education, 19'15.55 pages. El) 126 195 MI'

Stu 1183 Hcss.,so..Barkh t, M, and Wolf, W. C., jr. "A Studiof Diffusion Practices

tentative School#Located in New England." Paper presentedat the American Educational Research Association annual meet-

, New York, April' 1977. 16 pages. ED136.395 MF S0.83 HC67. 5

Warr, Bert D. The Growth of Alternative Public Schools: The 19751' PE Report. Bloomington, Indiana: School of Education,I Tana University. Entire issue of Changing Schools: An °eta-

nal Newsletter on Alternative Public Schools, 3, 4, No. 1275), 17 isles. ED 106 898, MF $0.83 .HC not available fioraRS. Contact Roy Weaver, Editor, Changthg Schools, School of

ucation WPH702H, University of California, Los Angeles, CA-A.- 007.

Betts, rapces M. III. "Free Schools and Self Concept in Adolescents!:venal of Negro Education, 44, 4 (Fall 1975), pp. 454-67. Ej3 690. Order reprints from UMI, $6.00. .

Lyn. Alternative Schools: Why. What, Where and Now Muh.ducation U.S.A. Special Report. Arlington, Virginia: Nationalchooi Public Relations Association, 1977., 98 pages. ED 139 071F S0.83 HC not available from EDRS. Copies available.fromational School-Public Relations Association, 1801 N, Moore St.,

Arlitiron, VA 22209. Stockt/M: 411.13333, S7.95 prepaid.,Bro jack E. "The Problem of Educational Cammuncty Resistance to

Altentative Education." Ed.D. dissertaaton, Nova- UniversitY,4 1976. 93 paies. ED-126.564.14F S0.83 HC 14.67.

°nth, Senate 13111. Number 445, C.hapter 448 adding and retcaling

_

Artide.2.3 to Chapter 6,Disision 6 of the Education Code. Sacra.mento, California: 1975. CoOies_ available from Charles Ford,

, Coordinatoxr`Aliarnative SchoOls.Npd Independesi Study Pro-iramseCalifornia 'State Department of Education, 721 CapitolMall, Siciantento, CA 95814. Frac.... ,

California State Department of education. Alternative -Education:Choice as a Way of Learning. Sacramento, California: 1977. 4papa, See California, Senate Bill Number 445, above, for

.,or fen-

ing information.Davis; John; B., Jr. 'SEA Iinpact on Minneapolis Public Schoet" In

SEA Journal 1971.1976. Minneapolis: Southeast Ait tivesProject, Minneapolis Public Schools, 1975. Entire document, 110ptges. ED 124 435 MF S0.83 HC$6.01.

- Deal;Terience E. 4n OrganizatiOnal Expktnaticlof the Failure of Alter-.

-

86.

4.. .

.

rl'"1-1

'native Schools. Research and Development Mcborandtim Num-

/ her 133 Stanford, California: Stanford Center for Research and'Development in=Teaciting, Stanford University, 1975. 27 pages.ED 101 441 MF $0.83 11C $2.06. .

Puke, Daniel Linden. 4ilalleige to Bureaucracy: The COntempprary- Alternative School" journal of Educational Thought, 10, 1 (April

1976), pp. 34.48. El 147 492L Order reprints from UMI, $4.00.Eardley, Linda. "Uncinnatrs Magnet Schools." Integrated Education,: 14,.5 (SeptemberOctobet 1176), pp. 1417.'Ej 145.698. Contact

Education Associates, School of Education, Northwestern Univer:ttatitk si,ty, 2003 Sheridan Rd; Evanston, 11.. 60201. Complete issue,

$2.00.FRIC Cleiringliouse on Educational Management. Alternative Schools.

'Best of 'ERIC Series, NumbEr 21. Eugene, Oregon: University ofOregon. 1976.4 pages. ED 128 876 MF $0.83 HC $1.67. Copiaalso available from ERIC/CEM , iti_uiversity of Oregon, Eugene, N.,OR 97403. Free. 16`

Eugene School District 4J. Alternative Schools. Eugene, Oregon: Office. o Special Projects, 1976. 16 Pages, ED 128 968 MF.$0.83 HC

' $1.67.Faniini, Mario D. `"The What, Why and Where of the Alternatives Move

ment.", In Alternhlive Education; A Source BOok for Parents,ti Teachps, Students, and Admkoktiators, edited by Mario D, Fan-

tiniyp. 3-16: Garden City, Aew York: Doubleday & Co.,-AnchorBooks 1976. See fialutlis above, for ordering information:

Farmer/ Judith. "Bringing Schools and Community Together." In SEA.journal 19714 976, pp. 61-75. Minneipolis: Southeast Aherne-

. tives Project, Minneapolis Public Schasils, 1975. Entire document,. 110 pages.t61124 435 MP $023 HC 86.01.

Finkelstein, Leonard B. ':Alternative Schools Choices That Can Make aDifference." Plant:kg and Changing 7, I (Spring 1976), pp. 38-41. EJ 146 549. Contact Dept. of Educational Administration,.Illinois °State University, Normal,. IL. .61761. Cionle te .b re,83.90. t .

1

Groobman, David Forward, Johtt R.; and Peterson, Christopher."Attitudes, Self-Esteem, and Learning in FOrnsal and InformalS4hotls." joutlial Educational Psychology, 68, 1-(February1976), pp. 32.35. EJ V37 046. Order reprints fromUMI, $4.00.

Gobi), Natalie, Alternatives in Education. Issue Paper. Trenton, NeroJersey: Upper Atlantic Regkinal Interstate Project; 105: 50pages. ED 1:0 914 MF $0.83 HC $2,06.

Hoagland, Mary; Sti/gini, Richard JZ and Wilson, Vicior!)..: "The/Ecology of Learning: A Compatispn of Alternative Elementary

= '. 37

0

44 - .

f

c

School earning Environmints." Paper piesented at the Ameri-can Educational research Assosiation annual meeting, San Frin-

, cisco, April 1976. 41 pages. ED 126 591 MF $0.83 HG $2.06.Howell, Bruce. "Detigning and Implementing Alternative Schools." In

,. Alternative Education: A Source Book for Parents, Teachers, Stu-dents, and Adminis?4tors, edited by Mario D. Fantini, ppl. 205-11. Garden City,j4ew York: Doubleday & Co., Anchor Books,1976. Sec Bakalis,?ilove,for ordering information.

Kocher, A. Theis "EvaluationSertes Decision Making." In SEA journal1971.1976, pp. 88-90. Minneapolis: Southeast Alternatives Pro-.

ject, Minneapolis Public Schools, I975..ED 124 435. Entire docu-went, 110 Pages. ED 124 435 MF $0.83 HC $6.01.

Kraft!, George R. "Alternative Education: Current State of the Art."- . 1977. 19 pages. ED 146 708 MF $0.83 HC $1.67.

Ktitek, William J. "The Design and Implementation of an AlternativeHigh School." Plper presented at the American educational Re-search Association annual meeting, San Francisco, April 1976.20,pages. ED 12f 925 MF $0.83 HC $1.67.

Levine, Daniel U., and Moore, Connie C. "Magnet Schools in a Big-CiteDesegregation Plan." Phi Delta 1Cappan, 57, 8 (April 1976), pp.507.9. EJ 138 004, ConAact Phi Delta Kappa, Inc., Eighth St.and Union Ave., Bloomington, IN 47401: Complete issue, $1.25.

Lie'brader, Myron L. Alternative Education; Sub-SOools,Schools within a School. 1977. 14 pages. ED 136 368 MF $0.83HC $1.67:

Los Angeles Unified School District. 'Alternative Schools. . A PoittrofView. Los Angeles; 1971. 16 pages. -

Mersereau, Ann R. "Alternatives in Education." Paper presented at theNational School Boards Assobiation annual meeting, Houston,,Texas, March 1977. 15 pages. ED 137 978. MF $0.83 HC $1.67.

Moore, Connie, andLcvine, Daniel U. "Whitney Young Magnet HighSchool of Chicago and Urban Renewal." Planning and Changing,7; 4 (Winter 1977), pp: 148.54, EJ 15 007. See Finkelstein,*above, for ordering information. "-

Moore, Donald, and others. A Multaileihod Study of the Developmentand Effects of an Alternative High School Learning Environment.Volumes 1, 2, and Final Report. Chicago: Center for NewSchools, Inc., 1975. 1,047 pages. Be 115 726. MF $1.83 HC$5.5.59.

Morisse-au, James J. The Min ;-School Experiment. Restructuring YourSchool: A Handbook. NewYork New York Urban Coalition,1975. 170 gages. ED 117 282 MF $0.83 JIC $8.69. Copies also

'available "Horn New York Urban Coalition, 55 Fifth Ave., *w,

38 , 4r

--_ -

yM.

4-

Yolk, NY 10014. $3.95. .......Morley, Anthony J. Southeastalltiina. tives; Final Report-1971-1976.

Mihneapolis: Milani's:golfs Public Schools, 1976, 236 pages. ED134 HC $12.71.

ChildSummerhin: A Radical Approach to Child Rearing. New**** York: Hart Publishing Co., 1960. Copies available from Pocket

Bohks, 1230 Avenue' of the Americas, -Order Dept.,. New York,NY 10020. 4.95.

Neill. Shirley Boos. "Pisadena's Approach to the Classic School Debate,"American' Education, 12, 3.(April 1976),:gp. 6-10, EJ 144 146.tftrderreprints from UMI, $4.00. a

Thmas W. Alternative Schools. -Eugene, Preg4n: EugeneSchool District 43, 1976. 18 pages. ED number not yet assigned.

. MF $0.83' HC $1.67.Philadelphia School District. Alternatives Programs. Philadelphia: 1977.

55 pages. ED number not yet assigned. MF $0.83 HC $3.50.Philadelphia School District. Parkway Program. Philadelphia: 1973.27

' pages. ED 087 867 MF $0.88 HC 82.06.Pilsen, William. A Conservative Alternative School: The A+ School in

Cuiertino. Fastback Series. Number 67. Bloomington. Indiana:,P,hi Delta Kappa, 1976. 43 paps. E6 119 388 MF $0.83 HC$2.06: Copies also available from Phi Delta Kappa, Inc., EighthSt.' and Union Ave., Box 789; Bloomington, IN 47401. 80.76,quantity and membership discounts, payment ihust atccompany

.. .. ;hikesRasmussen, Roger L ''The Organization and Management of Schools

under a System of Parent Choice." Paper presented at the, Ameri-

tf, can Educational Research Asiaciation annual meeting, San Fran-

. cbco, April 1976. 1.5 pages. ED 125 121 MF $0.83 HC not avail-

N.Y

yj

a

ahlts.fromIDES. 'sSachis, David, and Codding, Judy. "Alternative Schools. An Analysis of

TheirImpact on Achinistrators: Part II." ApIS Know iiivo, 27,IBAJune 1976), pp. 1-4. ES 14rgo4. Order reprints from UMI,

._ J4,00. 4- .

. ..Schlemmer, Phil. "Zoo School: The Grand Rapids Environmenial

Studied Program." Phi Delta K'appan, 67, 8 (April 1976), pg..546? .48. ES ?188 017. Contact Pht Delta Kappa, Inc. Eighth St. saidUnion Ave., Blhomington,-IN 47401. Complete issul,91.26. . .

Schofield, Dce...lsrues- in Bask Education: NAESP School LeadershipDigest Series, Number' 12. ERIC/CEM Research Analyiis Series, -

Number '27. 'Arlington, Virginia; arid Eugene: National Associa- , .,ilon of Elementary School Principals; and ERIC Clearinghouse on ,Educatior nal Management, University of Oregonr1976, 31 pages. ".

. ..

. - . , . ...,

46.c

0

:gertto4fk.....

ED 128 873 ME $0.83 HC $2.06..Schwartzrock, Herman. line bevelopment and Implementation of an

Arta - Oriented 'Alternative School." Ph.D. dissertation, Universityof Oregon, 1977. .

Scientific Analysis Corporation. Educational R&D and the Caie of. Berkeley's Experimental Schools. Volume Summative Evaltla-

glop* of the Berkeley Experimental Schools Project. Volume II:The Life and Fate of Individual Alternative Schools in the Berke.

jey Experimental Sch Project. Report. San Francisco:1976. 686 'pages. ED 1 741 ME $1.16 NC tv.:47.

'Sealey, Leonard. "Open E on: Fact or Fiction,"Teachers CadgeRecord, 77, "4 (May 1976), pp. 616.30. EJ 150 757. ContactTeachers College, Columbia University, 626 W. 120th SI., New :York, NY 10027. Completeissue, $4.00. .1:7.. .

Smith, Vern4; Barr, Robert; and Burke, Daniel...41tornotives in &luta-:: tion: Freedom to Choose. Perspectives in American Education..

Bloomingto4 Indiana; Phi Delta Kappa, 1976.4160 pages. ED128- 283 ME $0.83 NC $10:03. Copies also avaiiable from PhiDelta Kappa, P. 0789, Bloomington, IN 47401. Completeissue, $5.00 nonmembers; $4.00 members:

Watson, Douglas. Alternative Schools: Pioneering° Districts Crate'Optiotis.for Studinits. Educatin U.S.A. Special Report. Arling.ion, Virginia: National School Public Relations Association, 1972.66 pliges.,ED071 150 ME *0.83 NC not available from RDAS.

Zandei,Betty Jo. "The Spiry of 137j or The Role of the Irincipal inAdministrative Decentralization, In SEA Punta! 19714976.pp. 11-16. Minneapolis: Southeast Alternatives Project; Kum*-apoiis 'Public Schools, 1975. Entire document, 110, pages. ED121 436 ME $0.83 }IC $6.01.

i

"f?

V.rfo. -

I 4" :Y

.

J 1'; INTERVIEWS" C

4'.

1,

Mont, Dr. Prank, director for secondary education, Teaneck PublicSchools, New Jerieti. Telephone. interviews, December 8 and 18,1977.

Bryaht, Ed,,elenesintry.prineipal on special,assignment, Stockton Unifled .School District, Calif rida.. Telephone interview, December6,1977. .1. .

Quill, Oswald, executive alsistantior external operations, Sdool Dis-trict of Philadelphia, Pennsylvania. Telephone interview, Decent.

- ber 13, 1977.Hagen,- Peter, administrative director for planning, research, and de-

.

velopment, Pasadena. Unified School District, California. Tele-phone interview, September 20, 1977.

Harper, Ned; system evaluator, Department of Research and Evalua-tion,. Alum Rock Union Elementary School District, San Jose,California. Telephone interview, December 6, 1977.

Hayen, Dr. ;Fred, director, Minneapolis Public Schools/Univerafty ofMinnesota Teacher &titer, Minneapolis, Minnesota. Telephoneinterview, December 6, 1977:

Heider,. Dr. james, coordinator.of, secondary education, Palo Altofled Schlol District, Caliprnia. Telephone interview, January 5,1978.

. ,

Horyna, Pat, head teacher, Evergreen Alternative School, Eugene, Ore-gon. Telephone interview, December 7, 1977.

1CoPischke-Trei9, Elaine, secretary, Southeast Alternatives Free School;Minneapolis, Minnesota. Telephone interview, December 6, 1977.

Laura, Vincent P., coordinator, Alternative and Year-Round Schools,Los Angeles Unified School District, California. Telephone inter*

. - view, December 8, 1977.McCormick, 'George C., head teacher, Stockton Open School, Stockton,

-Calgorrila,-Telephone interview,-Dscembei-8;-19 7.Moffett, Dr. Carlton C., assistant superintendent of magnet school

aperationsw-ballas Independent School-District, Texas. Telephoneinterview, March 28, 1978.

chwartarock, Herman, principal, Magnet Arts Alternative School,- r-EUgene,:bregen. Telephone interview, December 7, 1977>

Steele, Ruth, planner, Parliway Program, School District of PhiladeiPhis,.Pennsylvarsia. Telephone interview, December 15; 1977...

.

41 416

4

r

.r: _--t' 1 ;,, Wadley, Dr. Donn, di rector, ?rag= Daelopment/Altemitive Schools,lei>" 'v ''\.

t8Chicigo197T%bileSchools, Illinois. Telephone interview, Decemberi...

, $ ........"--i

.: !der, Dan, Rand &peados, Santa.Monica, California. Telephopeinstil/kw, December 8, 1977: - :