Alternative Schools of Choice Legislation
State law (Education Code sections 58500 through 58512) provides that school districts may establish and maintain alternative schools and programs of choice. These Education Code sections provide a definition of alternative schools of choice, declare the purposes of alternative schools of choice, and stipulate the requirements that alternative schools of choice must meet. Among these requirements are that both the teachers and the students must be selected from volunteers, that alternative schools of choice must be maintained and funded at the same level of support as other educational programs, and that the school district must annually evaluate such schools and programs.
Districts may apply to the State Superintendent of Public Instruction (SSPI) for waivers of sections of the Education Code on behalf of alternative schools of choice. A goal of alternative schools and programs of choice is that they be “operated in a manner to maximize the opportunity for improvement of the general school curriculum by innovative methods and ideas.” (Education Code Section 58507) The SSPI may grant waivers of specific provisions of state law, on request, to provide alternative schools and programs of choice the flexibility to innovate.
Goals for Alternative Schools and Programs of Choice
The goals of alternative schools and programs of choice, as stated in Education Code Section 58500, are the following:
- Maximize the opportunity for students to develop the positive values of self-reliance, initiative, kindness, spontaneity, resourcefulness, courage, creativity, responsibility, and joy.
- Recognize that the best learning takes place when the student learns because of his or her desire to learn.
- Maintain a learning situation in which maximum use is made of student self-motivation and in which students are encouraged to use their own time to follow their own interests. These interests may be conceived totally and independently by the student or as a result of a presentation by the student's teacher(s) of choices of learning projects.
- Maximize the opportunity for teachers, parents, and students to cooperatively develop the learning process and its subject matter. This opportunity must be a continuous, permanent process.
- Maximize the opportunity for students, teachers, and parents to continuously react to the changing world, including, but not limited to, the community in which the school is located.
The Need for Change
The findings of the California Commission for Reform of Intermediate and Secondary Education (RISE Commission, 1975) indicated the need for and desirability of full-scale reform of the state's intermediate and secondary schools.1 In its report the Commission pointed out that California's schools, like schools everywhere, have evolved out of the needs of society and the individual within society.
Alternative schools and programs of choice provide a way of adapting
an educational program to meet the individual needs of students,
and, more importantly perhaps, provide a vehicle for examining
new methods of teaching and new ways of learning in a changing
society. As individuals, educators may favor different instructional
methods and different course and program content. But as professionals,
educators must be committed to supporting educational environments
that are suited to students' varied developmental needs, both
academic and personal.
The RISE Commission was asked to determine ways of making schools
more effective, more enjoyable, and more conducive to a continued
interest in learning. Among the Commission's recommendations were
the following:
- Recognize and accept each learner as the principal client of the school.
- Provide a system of learning options in terms of time, place, programs, and formats to give learners a wide choice of ways to achieve their learning goals.
- Plan continued experiences that enable learners and staff to be in contact with people whose racial, ethnic, socioeconomic, or cultural backgrounds are different from their own.
1 Report of the California Commission for Reform of Intermediate and Secondary Education. Sacramento: California State Department of Education, 1975.
Definitions
For a school to be classified as an alternative school of choice, it must meet at least the following criteria:
- The organizational entity (for example, a complete school or a separate class group within a school) must be within the state public education system.
- Students and teachers must be selected from among volunteers.
- The educational program must be a total program or essentially a total program that is significantly different from the standard programs offered in the district.
- The learning environment must be such that it allows students to achieve their maximum potential.
- Alternative schools and programs of choice must be offered in addition to, rather than in place of, the traditional program.
An alternative program of choice is a special program that a student may elect to take within a school. An alternative program of choice does not meet the definition of a school.
Questions and Answers
What are the basic statutory provisions pertaining to alternative schools and programs of choice?
- Students and teachers are to be selected on a voluntary basis only.
- A district must maintain and fund alternative schools and programs of choice at the same level of support as other district educational programs for children of the same age level.
- A district's state apportionment for transportation costs may not be increased because of the operation of an alternative school or program of choice.
- Education Code Section 58501 contains a "Notice of Alternative Schools of Choice," which includes (1) a definition of alternative schools of choice; (2) a list of the goals of alternative schools of choice; (3) instructions regarding how to obtain additional information about alternative schools of choice; and (4) a statement of the rights of interested persons to request the district governing board to establish such a school. During the entire month of March, districts must post copies in each attendance unit in at least two places normally visible to students, teachers, and visiting parents. This notice must also be sent to all parents at the beginning of the first semester or quarter of the regular school term.
- Upon application by a district, the SSPI can waive any provision of the Education Code except those pertaining to earthquake safety and those contained in sections 58500-58512.
If a district does not have an alternative school or program of choice, can it establish one?
- Yes. Education Code Section 58500 authorizes all school districts to provide for alternative schools and programs of choice. Interested persons may request the school district governing board to establish an alternative school of choice in the district.
Must a student be failing or having difficulty in school to be considered for admission to an alternative school or program of choice?
- No. Students volunteer for alternative schools and programs of choice. Previous classroom performance may not be used as a criterion for limiting a student's opportunity to attend an alternative school of choice.
Do alternative schools of choice offer instruction in the basic skill areas?
- Yes. In fact, pretesting and post-testing in basic skill areas are part of the required annual evaluation. Fundamental schools, which stress a return to the "basics," may be classified as alternative schools of choice if participation by students and staff is voluntary.
Can an alternative school or program of choice be located at a museum, park, or nature preserve, for example, rather than in a regular school building?
- Yes. Alternative schools and programs of choice can be conducted in any location that is conducive to learning. The nature of a school or program can be a determining factor with regard to its location.
Is the quality of teaching in alternative schools and programs of choice as good as that in regular programs?
- It should be. Since teachers volunteer for the assignment, selection of staff is based on those qualified teachers who are interested and willing to become a part of an innovative venture. Since students also volunteer, alternative schools and programs of choice are likely to attract students if a high-quality option is offered.
Can a child who is in a program for gifted students volunteer for an alternative school or program of choice?
- Yes. A district may even have an alternative program of choice that is designed primarily for students who excel in academic areas.
Are diplomas and credits from alternative schools of choice equivalent to those granted by other schools in a district?
- Yes. Alternative schools of choice are designed to provide alternative means to reaching the same ends that traditional schools seek to reach. Alternative schools of choice must meet the same standards for curriculum, instruction, and student performance. Course credits earned in alternative schools of choice should be equivalent to the credits earned in traditional schools. Parents and high school students should be encouraged to ask if the school has been accredited and if the school offers courses that meet University of California/California State University "a-g" admissions requirements.
Are continuation schools considered to be alternative schools of choice?
- Not usually. For a continuation school to be established as an alternative school of choice, students and teachers must be selected on a volunteer basis and the school must meet the other criteria for an alternative school of choice. However, many continuation schools have developed their own alternative programs for students who want more flexibility, have part-time jobs, wish to accelerate their learning for early graduation, or want help in academic areas in which they are weak.
What should a district do in processing a request from parents to establish an alternative school or program of choice?
- Districts should be prepared for such requests before parents make them. Having a plan ready for the implementation of at least one alternative program of choice is a good indication of interest at the district level. Districts should consider organizing an alternative program of choice committee, composed of parents, staff, and community members, to process requests and to make recommendations to the district governing board.
What is a good starting point for implementing an alternative program of choice?
- Districts should consider student needs, interests, and learning styles that may not be well met by existing schools and programs.
Alternative Schools and Programs of Choice
The following are examples of schools and programs that may be established as alternative schools and programs of choice. This is not an exhaustive list. In some cases these types may be established as either schools or programs.
Alternative Schools of Choice:
- Early College High Schools are small, autonomous schools that blend high school and college into a coherent education program. They are designed so that all students can achieve two years of college credit at the same time they are earning a high school diploma (within four to five years of entering ninth grade). These schools are designed for young people who are underrepresented in postsecondary education.
- Middle College High Schools are high schools located on a community college campus. These schools offer students at risk of educational failure when they enter high school the opportunity to take high school classes as well as college classes and increase the likelihood of qualifying for college upon graduation. For more information on Middle College High Schools, visit the Middle College National Consortium (Outside Source) Web site.
- Magnet Schools are designed to attract students from their schools of residence by providing special curriculum opportunities. Magnet schools are often oriented around a special interest area, career education, or vocational skills training.
- MET (Metropolitan Career and Technical) High Schools feature a strong advisory program, small school size, and community-based learning.
- New Technology High Schools emphasize access to technology through project-based learning.
- Open Classroom Schools provide learning activities that are individualized and organized around interest and learning resource centers. These schools may feature multi-grades classrooms.
- Schools Without Walls utilize community facilities and resources for learning activities and may offer internships or project-based learning.
- Thematic schools are organized around a curricular theme such as the humanities, the arts, international relations, or health careers.
In addition to the schools listed above, alternative schools of choice also include schools that offer:
- A different educational philosophy, such as Montessori, Waldorf, and Fundamental schools.
- A different instructional strategy, such as independent study, dual language immersion, or online learning.
- Specialized programs for targeted student populations, such as street academies and newcomer centers.
Alternative Programs of Choice:
- Internships are designed to give students direct experience in fields of possible future employment, with a core curriculum adapted to those areas and interests.
- Magnet Programs are designed to attract students to particular schools by offering educational features attractive to students and their parents, such as various types of specialized instruction.
- Parent Participation Programs are designed so that parents and guardians provide classroom assistance and other support that is integral to the program. Typically, parents are heavily involved in setting the goals, objectives, and direction for the program. Hours of parent participation or contribution may be required as a condition of student participation in the program. These programs are more common for students in the elementary grades.
- Smaller Learning Communities are designed to foster a greater sense of school community and belonging among students and staff and to allow for closer and more comprehensive oversight of students’ academic and social progress. Smaller learning communities are characterized by having an identified, cohesive group of less than 500 students, within, and smaller than, a comprehensive high school. Students are supervised and educated by a team of teachers in a focused instructional program for a minimum of 50 percent of the school day and for a minimum of two consecutive school years.
- School-Within-a-School (SWAS) is a “minischool” or identified unit within a traditional school with a focus on a special interest area or learning style. This option provides one approach to achieving a smaller learning community.
Basics
Persons involved in planning, implementing, and maintaining alternative schools and programs of choice should bear in mind the following:
Do:
- Organize your support, know your resources, and set realistic goals.
- Provide for ongoing planning and program monitoring.
- Maintain communication with personnel in the regular programs.
- Share information with others.
- Seek help and ask questions.
- Select staff members who are enthusiastic and who have credibility with their colleagues.
- Remember that all students do not learn in the same way, even in alternative programs of choice.
Do not:
- Expect too much too soon.
- Be afraid to make mistakes.
- Take criticism personally.
Other Options
The following are other options that districts may offer.
- Advancement Via Individual Determination (AVID) is a college preparatory program for economically disadvantaged and underachieving students in middle and high schools. It enables disadvantaged secondary students to succeed in rigorous curricula, enter mainstream activities in school, and increase their opportunities to enroll in four-year colleges.
- California Partnership Academies serve students in grades ten through twelve and are structured as a school-within-a-school. At least 50 percent of the students in the academies have been identified as at risk of dropping out of school. Academies have a career focus and integrate the career focus with rigorous academic courses. Business partnerships provide mentors and internships, and teachers work as a team to support student success. Academies are grant-funded. (See Education Code sections 54690-54697.)
- International Baccalaureate (IB) Program is an internationally recognized high school diploma program. All IB diploma candidates are required to engage in the study of languages, sciences, mathematics, and humanities in the final two years of high school. Universities may grant college credit or appropriate placement to students who pass the IB examination.
- Specialized Secondary Programs are initially funded by grants that provide start-up funds for schools to design and establish a new, advanced specialized program. The programs are expected to be models for standards-based instruction, based on the development of new curriculum and provision of varied instructional methodologies that emphasize advanced, in-depth study of a targeted content area. The acquisition of technology skills and their use as a tool for instruction and learning are also emphasized in these programs. (See Education Code sections 58800-58806.)
Contact Information
Program Contact:
Mary M. Jones, Consultant
916-323-5034
mjones@cde.ca.gov
Educational Options Office
Secondary, Postsecondary, and Adult Leadership Division
California Department of Education
John F. Burns, Administrator
1430 N Street, Suite 4503
Sacramento, CA 95814
916-322-5012
