The alternative learning and attendance center: is it effective at a rural high school

Abstract

"A 2000 study by the Justice Policy Institute in Washington, DC, reported that 3.1 million youths in America were expelled or suspended in 1997-nearly 6.8 percent of students, up from 3.7 percent in 1974. The study reported that of the more than 6,400 cases schools sent to juvenile courts, more than 90 percent concerned habitual truancy, disorderly conduct and uncontrollable students". (Kenning, 2003) This study caused many school districts to look for alternatives to school suspensions. The Alternative Learning and Attendance Center (ALAC) is one of those alternatives. The purpose of this study was to investigate the high school staff's perceptions of the effectiveness of the new implemented ALAC room. The study was also used to assess the staff's understanding of the problems and benefits of the ALAC room, as well as providing them with an opportunity to make suggestions for improvement. The study was based on a survey provided to the high school staff, and includes the responses of nine out of nineteen survey participants. The survey was conducted during the summer of 2003, and responses were based upon the use of the ALAC room during the 2002-2003 school year. This study took place at a rural high school in Wisconsin. The research examined the staff's perception of the effectiveness of the ALAC room in the areas of use, effectiveness, problems, benefits and improvements. The results of this study offered valuable information regarding the perception of teachers and administrators toward their understanding of the effectiveness of the ALAC room. It provides valuable information for the teachers, administrators, and the school district, in making an informed decision about whether to continue or replace a program intended to aid in the learning atmosphere. It is hoped that this study will provide useful information for improvement in the ALAC room setting or the rural Wisconsin high school.