Program characteristics of successful alternative dropout prevention in middle schools in public school districts in Texa

Texas alternative middle school educators were surveyed to describe the program characteristics and best practices of successful alternative middle schools in Texas public schools. A review of the literature regarding school reform, middle school reform, and the history of alternative schools indicated little on alternative middle schools. Identified needs for alternative students included a nurturing program with academic support. Research findings of this Texas study included: (1) A single student population program is the most effective. (2) Educators identified best practices for all students in alternative middle schools, and at-risk and severe discipline only programs. The following recommendations are based on the study: (1) Highly rated self-esteem building practices, such as teachers as mentors, outdoor adventure camp, and child-rearing skills should be investigated as a possible addition to their programs by alternative middle schools attempting to improve their programs. (2) The practice of teaching problem-solving skills should be emphasized in alternative middle school programs for two, three or four student populations as a way to prevent student difficulties, both academic and social. (3) The practice of individualized instruction should be de-emphasized in alternative middle school programs so that students will begin to acquire the social skills for social group success. (4) Integrated curriculum should be incorporated in all alternative middle school programs as a way to help students understand the relevance and application of their studies. The following are recommended for further study: (1) A naturalistic study should be made of the students of Texas alternative middle school programs to determine if the student perception of benefit matches the teacher perception of benefit of program practices. (2) A study should be made of the academic success of the students in alternative middle schools in relation to the teacher's perception of best practices to determine which practices are most predictive of student success.