Alternative high schools serve a vital role in improving outcomes for students, particularly for those students who are most at risk. 

While there isn’t a uniform definition for “alternative,” the term typically describes a school that primarily serves students who have not been successful in a traditional environment. Alternative high schools often receive students with cumulative academic deficits and take on the vital work of helping students prepare for opportunities after high school. 

How Effective are Alternative High Schools?

This post is one of several recapping the Reidy Interactive Lecture Series (RILS), which the Center for Assessment held on September 27-28, 2018. This event marked the Center’s 20th anniversary, and we took advantage of the milestone to reflect on the past and look ahead to the future. In particular, we wanted to take an honest look at what we’ve learned over the years and leverage these lessons to create a vision for more effective assessment and accountability practices in the future.

By Chris Domaleski, Damian Betebenner, and Susan Lyons

In recent years, assessment and accountability have become charged terms to many. In fact, school accountability systems, influenced by results from standardized achievement tests, are among the most contentious aspects of contemporary education policy. 

But how did we get here–and where do we go? This ambitious topic is one of several we are poised to tackle at the Center’s annual Reidy Interactive Lecture Series (RILS) on September 27-28, 2018. 

Letter grades are a popular way to describe performance. I’m referring to those same letter grades you received in school - A to F.  We all know that the coveted A is “superb,” and an F warns that performance is completely deficient. What’s a C?  Perhaps it is used to communicate “good enough” (but not great), or possibly it means “average.” Should we worry that those are often two different things?