Reducing Disparities in Academic Outcomes Among Youth of Color: Evidence From an Alternative Education Program

The differential treatment of youth of color in schools perpetuates disparities in academic outcomes. Alternative education programs may represent a constructive approach to preventing or mitigating these disparities. This study examines the outcomes of an urban alternative education program in the United States. Secondary analysis of demographic, psychosocial, and academic data from all program participants ( N = 232) during a 3-year study period was conducted. Descriptive statistics summarize demographic characteristics, and bivariate analyses examine the strength of association and interrelationships among individual variables, program retention, and educational attainment. Results show grade-level advancement, employability, and, therefore, decreased risk for justice involvement, regardless of students’ histories of lower academic performance, unemployment, behavioral health conditions, and justice system or child protective services contact. This evaluation offers a framework for replication and recommendations for future research examining alternative education programs.

Exclusionary Discipline Consequences and Reading Performance of Grades 3 Through 8 Students in Special Education: A Statewide, Multiyear Analysis

In this investigation, the academic performance of students in special education who received between 1 to 30 days, between 31-60, and more than 60 days in a Disciplinary Alternative Education Program placement and had STAAR Reading Level I: Unsatisfactory, STAAR Reading Level II: Satisfactory, STAAR Reading Level II: Phase-In Satisfactory, and STAAR Reading Level III: Advanced standard during the 2012-2013 through 2015-2016 school years were determined. In each of these four school years, the percentage of students in special education who received Disciplinary Alternative Education Program placement and had Unsatisfactory Standard performance on the STAAR Reading exam consistently increased for all grades except for Grade 4. The percentage of students who had Phase-In Satisfactory Standard performance on the STAAR Reading exam consistently decreased for all grades except for Grade 4. The percentages of students who had Satisfactory and Advanced Standard performance remained consistent across the four school years, never varying more than 7%. Recommendations for research and implications are discussed along with suggestions for policy and practice.