Alternative high schools for students at risk of dropping out

There is strong evidence that alternative high schools for students at risk of dropping out improve high school completion rates (CG-HS Completion, Campbell-Wilson 2011). On average, alternative schools increase completion rates among students at risk of dropping out by 15.5% (CG-HS Completion).

Interviews with students at risk of dropping out suggest that students are more likely to stay in alternative high schools that provide safe spaces physically, emotionally, and psychologically; foster a sense of community; affirm students’ racial/ethnic identities; and use flexible disciplinary systems based on discussion and conflict resolution (O'Gorman 2016).

Implementation challenges such as staffing or funding difficulties, problems with the physical space, and low program attendance or completion rates can reduce the effectiveness of alternative high schools (Campbell-Wilson 2011).

The cost of alternative schools varies significantly, ranging from $1,700 to $12,900 per student. The estimated benefit to cost ratio for alternative schools ranges from 0.6 to 1 to 1.6 to 1 (CG-HS Completion).

There is strong evidence that alternative high schools for students at risk of dropping out have the potential to reduce disparities in academic achievement by increasing high school completion rates or high school equivalency achievement among students of color and students from low income backgrounds (Campbell-Wilson 2011, CG-HS Completion). Available data shows alternative schools disproportionately serve students who are Black and Hispanic, who are English language learners, who have disabilities, who are male, and who live in urban areas (Urban-Kho 2022). Overall, students who are Hispanic, Black, or Native American graduate from high school at lower rates than students who are white or Asian (NCES-Young adult education). A wide range of factors may be related to dropout rates, including adverse childhood experiences (ACEs), making students repeat grades, and discrimination (Hughes 2017, McWhirter 2018, Ianchini 2016).

Experts suggest that efforts to prevent school drop-out should include increasing access to many services both in school and in the community, including mentoring, additional academic assistance, behavioral interventions, basic needs programs, family support services, college preparation counseling, and more (IES WWC-Rumberger 2017).

Disparities in educational opportunities in the U.S. are shaped by many factors, including a long history of racial segregation in schools. The public school system in the U.S. continues to be highly segregated and schools in different neighborhoods have vastly different resources available since school financing largely depends on local property taxes. Discriminatory housing, lending, and exclusionary zoning policies have entrenched racial residential segregation, reduced local property values, and concentrated poverty (Braveman 2022, EPI-Rothstein 2014). Students of color, especially Black, Hispanic, and Native students, are much more likely to attend school districts with high poverty rates and fewer resources than white students (Knight 2022).

Student absenteeism is one of the primary factors that drives high school drop-out rates. Students are absent from school for many reasons. For example, students cannot attend when they are sick, and in some cases, they may also have to miss school to care for a sick sibling when parents do not have sick days, flexible work arrangements, or affordable alternative childcare arrangements. Housing instability, evictions, and homelessness can also force students to miss school. In some cases, students refuse to attend school to avoid bullying and violence. Other students are absent when they do not feel that school is a worthwhile place for them (NBER-Guryan 2020). Students of color, students living in poverty, students from single-parent families, students with limited English language skills, and students with disabilities are more likely to be chronically absent (NBER-Guryan 2020).

Alternative schools were developed as an innovative part of the American public school system in the 1960s and became more common in the 1970s (Lehr 2003). During the 1980s and 1990s, many alternative schools as well as state and local policies for alternative schools began to focus more on behavioral management and remedial education specifically for students struggling in traditional settings with low achievement and with chronically disruptive or violent behavior (Lehr 2003).

• Who is at risk of dropping out of school in your community? What factors, such as external influences, like the need to work a job, or internal influences, like hostile or discriminatory learning environments, are increasing their risk?
• How can your community better understand who leaves school and why? Are there community or non-profit organizations you could partner with to help understand risk factors and enhance high school completion program resources and opportunities, including alternative high schools?
• Who is making decisions about allocating school support resources for students at risk of dropping out in your community? Including implementing alternative high schools? How could you involve parents, students, and other stakeholders and strategic partners in those decisions?

Alternative education programs have been formally defined in 43 states; definitions vary, but usually include guidelines about services, for example, regular academic instruction (21 states), counseling (14 states), social and life skills training (13 states), vocational and workplace preparation (12 states), or behavioral services (e.g., anger management or conflict resolution) (11 states) (IES-Porowski 2014).

In the 2007-2008 school year, there were about 10,300 alternative schools or alternative education programs for students at risk of dropping out administered by school districts across the country; approximately 63% of these schools or programs were offered in facilities outside of traditional public schools (NCES-Rouse Carver 2010). University High School in Boston, MA and Middle College High School in Seattle, WA are examples of alternative high schools that offer enhanced social services, flexible enrollment policies, small classes, counseling and mentoring support, and vocational training and work experiences (ABCD-UHS, SPS-MCHS).

Several national non-profit organizations have developed alternative education programs into pathways to earn high school diplomas or GEDs. For example, The Corps Network supports students earning high school diplomas or GEDs with more personal attention in the classroom; comprehensive academic, career, and personal counseling; and job skills training (TCN-Impacts).

NDPC-Addis 2020 - Addis, S., Greer, K., & Dunlap, L. (2020). Effective strategies for alternative school improvement: A practice guide by the National Dropout Prevention Center. National Dropout Prevention Center (NDPC).

NDPC-Alternative schools - National Dropout Prevention Center (NDPC). (n.d.). Alternative schooling. Retrieved April 23, 2025.

PSR-State search - Public School Review (PSR). Find public schools: Search public schools by state.

Urban-Aron 2006 - Aron LY. An overview of alternative education. Washington, D.C.: Urban Institute; 2006.

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ABCD-UHS - Action for Boston Development (ABCD). University High School (UHS).

Braveman 2022 - Braveman PA, Arkin E, Proctor D, Kauh T, Holm N. Systemic and structural racism: Definitions, examples, health damages, and approaches to dismantling. Health Affairs. 2022;41(2):171-178.

Campbell-Wilson 2011 - Wilson SJ, Tanner-Smith EE, Lipsey MW, Steinka-Fry KT, Morrison J. Dropout prevention and intervention programs: Effects on school completion and dropout among school-aged children and youth: A systematic review. Campbell Systematic Reviews. 2011:8.

CG-HS Completion - The Guide to Community Preventive Services (The Community Guide). High school completion programs.

EPI-Rothstein 2014 - Rothstein R. Brown v. Board at 60: Why have we been so disappointed? What have we learned? Washington, D.C.: Economic Policy Institute (EPI); 2014.

Hughes 2017* - Hughes JN, Cao Q, West SG, Allee Smith P, Cerda C. Effect of retention in elementary grades on dropping out of school early. Journal of School Psychology. 2017;65:11-27.

Ianchini 2016* - Iachini AL, Petiwala AF, Dehart DD. Examining adverse childhood experiences among students repeating the Ninth Grade: Implications for school dropout prevention. Children & Schools. 2016;38(4):218-226.

IES WWC-Rumberger 2017 - Rumberger R, Addis H, Allensworth E, et al. Preventing dropout in secondary schools. Washington, D.C.: National Center for Education Evaluation and Regional Assistance (NCEE), U.S. Department of Education (U.S. ED), Institute of Education Sciences (IES), What Works Clearinghouse (WWC); 2017.

IES-Porowski 2014 - Porowski A, O’Conner R, Luo JL. How do states define alternative education? Washington, D.C.: U.S. Department of Education (U.S. ED), Institute of Education Sciences (IES), National Center for Education Evaluation and Regional Assistance (NCEE), Regional Educational Laboratory Mid-Atlantic (REL); 2014.

Knight 2022 - Knight DS, Hassairi N, Candelaria CA, Sun M, Plecki ML. Prioritizing school finance equity during an economic downturn: Recommendations for state policy makers. Education Finance and Policy. 2022;17(1):188-199.

Lehr 2003 - Lehr, C.A., Lanners, E.J., & Lange, E.M. (2003). Alternative schools: Policy and legislation across the United States research report 1. Institute on Community Integration, The College of Education & Human Development, University of Minnesota.

McWhirter 2018* - McWhirter EH, Garcia EA, Bines D. Discrimination and other education barriers, school connectedness, and thoughts of dropping out among Latina/o students. Journal of Career Development. 2018;45(4):330-344.

NBER-Guryan 2020 - Guryan J, Christenson S, Cureton A, et al. The effect of mentoring on school attendance and academic outcomes: A randomized evaluation of the Check & Connect program. National Bureau of Economic Research (NBER). 2020: Working Paper 27661.

NCES-Rouse Carver 2010 - Rouse Carver P, Lewis L. Alternative schools and programs for public school students at risk of educational failure: 2007–08. Washington, D.C.: U.S. Department of Education (U.S. ED), National Center for Education Statistics (NCES); 2010.

NCES-Young adult education - U.S. Department of Education (U.S. ED), Institute of Educational Sciences (IES), National Center for Education Statistics (NCES). Educational attainment of young adults.

O'Gorman 2016* - O’Gorman E, Salmon N, Murphy CA. Schools as sanctuaries: A systematic review of contextual factors which contribute to student retention in alternative education. International Journal of Inclusive Education. 2016;20(5):536-551.

PSR-Wisconsin - Public School Review (PSR). Top Wisconsin alternative public high schools.

SPS-MCHS - Seattle Public Schools (SPS). Middle College High School (MCHS): An alternative high school option.

TCN-Impacts - The Corps Network (TCN). Our impact.

Urban-Kho 2022 - Kho, A. and Rabovsky, S. (2022). The students alternative schools serve: An essay for the learning curve. The Urban Institute. Retrieved April 23, 2025.