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Foreword
Introduction
Benefits of
Alternative Schools
Characteristics
Who, Where, How?
Challenges
Tips for
Implementation
Trends
Conclusion
The Northwest
Sampler
References
About This Issue
Previous Issues
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Challenges
Even successful alternative schools may have trouble surviving long term. The following difficulties are mentioned in the literature and by those in the field:
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Inappropriate placements (Glass, 1995; Black, 1997)
One alternative school director identifies this as the beginning of the end for alternative programs (DeBlois, 1994). Providing appropriate options with limited resources is a continuing challenge for school districts, but an alternative school should not be considered an all-purpose solution for any student with any kind of problem. If the school or program becomes a dumping ground for students it was not intended to serve, it is likely that the once-enthusiastic staff will become frustrated and begin to leave the school. These teachers may then be replaced with others who do not share the original vision of the school, thus causing the program's reputation to suffer and enrollment to decline. The end result of such a scenario can be loss of funding and closure of the school.
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Lack of stable funding
While grants can be helpful in getting a school off the ground, applying for grants and doing other annual fund-raising activities is time consuming and tiresome (DeBlois, 1994). Once established, a school should strive to secure a place in the school district budget.
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Loss of charismatic leader
Some alternative schools are started by visionary directors who by sheer force of personality inspire the staff and students and attract community involvement. When the founder retires or moves to another job such a school may lose its momentum. To outlast its founders, a school must be based on more than the charisma of one or two visionaries. While having a well-defined mission and a way of carrying it out, a school must also be able to change and grow in response to new ideas and people.
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Political and economic changes
Some schools may be forced to close when the political make up of a school board changes, teachers' unions oppose it (Amenta, 1997), or the economy takes a downturn (DeBlois, 1994).
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