Allowed to Learn Allowed to Teach The case

Allowed to Learn? Allowed to Teach? The case for alternative education at the high school level Results & discussion from surveys and interviews with alternative and mainstream educators Laura Taylor – Final research Project, MPA May 2007 Images from Microsoft open clipart library

“No one has yet fully realized the wealth of sympathy, kindness and generosity hidden in the soul of a child. The effort of every true Is integrating But inshould traditional skills Isbeyond there high schools enough the treasure. core istime? that curriculum an answer? education be to unlock that “ even possible? --Emma Golding “For too to long we have thetaking same methods and learning environments. “In “I have public education, answer toused so we're many different a diverse people, group IEP of meetings, students and We continue to see failures, at-risk gender differences. attempting paperwork for to truancy, push all them kids. through Plus they a behaviors, one are size in classes fits allof model 28 -30 and kidsmany and I students just don'tslip have between time the deal cracks. ” with them. ” Something needs to beto done differently. ” -- Survey. Respondent Images from Microsoft open clipart library

Slipping through the cracks • Many students do not fit into the learning environment of the traditional high school • Traditional high schools cannot incorporate emotional competency and the uniqueness of every student • They are simply too large, understaffed and underfunded • Alternative high schools provide a productive learning experience for students that can maximize their potential “Over one million students are reported as high school dropouts annually” -- National Center for Education Statistics

Data Collection • 15 question survey submitted to 117 teachers at Lincoln High School -- Eau Claire, WI • 56 (48%) Respondents completed the survey covering both multiple choice and open ended questions • Structured interviews with principals from the following alternative high schools: Malcom Shabazz City High School • East High School Alternative in Madison Wisconsin • The Transitional Learning Center in Madison Wisconsin • “Do you actually work in a school or do you just talk about it? ” -- Survey Respondent

Emotional Competency deeply that today's are lacking social skills, strong • “I feel Understanding the students difference between thinking, feeling values, self-confidence. They lack direction, affection, andand acting accountability at home, which makes it difficult to expect these things • when Managing that they learning they comefeelings to school. such We could adaptenhance our curriculum to teach skills, but we are already overloaded. Is it our job to social • these Integrating emotions with academics is key toteach life-long skills? “ success -- Survey Respondent Q 12: Does the curriculum encourage focus on emotional competency? “WTF is 'emotional competency'? This is not in the curriculum. Peers and parents have this responsibility, not teachers. ” 4. Strongly Disagree 3. Disagree -- Survey Respondent 2. Agree 1. Strongly agree 0 10 20 30 40

Emotional Competency “On the other hand, if we don't who will? I firmly believe that every teacher is doing his/her best, but with so many students and so many mandates, there simply is no time and resources to do justice to every child. “ -- Survey Respondent Q 8: I have adequate time in the classroom to address the diverse and individual needs of my students. 3. Rather not say 12% 1. Yes 28% 2. No 60% “There is never 'enough' time, especially as classroom numbers rise and support is reduced because of budget issues. ” -- Survey Respondent

School Mission Statements Eau Claire Lincoln Memorial High School The Eau Claire Memorial High School staff, in partnership with students, parents, and community, will educate students in a safe, nurturing, supportive learning environment. Students will develop life-long learning skills, mutual respect, positive self-regard, and active citizenship. Malcom Shabazz City High School The mission of Malcolm Shabazz City High School is to create a harassment-free/anti-discriminatory learning environment where all people, regardless of previous academic performance, family background, socio-economic status, beliefs, abilities, appearance, race, gender identity, gender expression, or sexual orientation are respected.

Mission statements: Just words? • At alternative high schools the mission statement is fully integrated and understood • There is a high correlation between the mission and the curriculum and daily experience of the students and staff • The mission statement of Malcom Shabazz actually sets the framework for emotional competency training and allows the teachers to weave those skills into everyday classes “Mission statements are pointless. ” --Survey Respondent

Mission statements: Just words? • Only 2 of 56 Lincoln teachers were able to write the mission statement • The majority indicated that they knew there was a mission statement, but did not really know it Q 6: Do you know your school’s mission statement? Exact 3% “It's too long. It basically says our school strives to ensure post-graduate success of some kind for all of our students. ” --Survey Respondent No 12% Partial 84% “No, but I know where to find it. ” --Survey Respondent

A Case for Alternatives • In mainstream high schools the education of countless students falls terribly short of its potential • Given class sizes and funding limits, alternative high schools provide a desperately needed service • The distinct advantages are: • Small class size (under 16) • Focus on emotional development and learning in the context of community • Individual accountability of the students “Alternative high school basically saved my ass… At the end I graduated from high school, something that a lot of people didn't think would happen. Thanks for not trying to fit me in a box. -- Alternative high school graduate