INTRODUCTION
Alternative education programs have grown nationally in both quality and number. There is a great need for these programs, not just for existing and potential dropouts but students that don’t fit in at traditional educational settings as well. Many students rely on schools where the teacher and students are empowered. Innovation and flexibility are usual practice in successful alternative schools and these schools and their practices should be studied in order to make the traditional education experience more universal.
HISTORICAL CONTEXT
Alternative schools were developed in the 1970s in order to meet the needs of students that do not learn well in traditional school settings. Reasons for this include learning disabilities, medical conditions, psychological issues, or in many instances advanced learning abilities. Over time, it has remained that alternative schools have more comprehensive
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Charter schools are defined as “independent, publicly funded schools run by teachers, parents, or foundations that are often formed to meet local community needs as an alternative to public schools.” (Encyclopedia of Children’s Health, 2014) Many charter schools have a particular focus area, like technical skills or music. In 2004, virtual charter schools were developed that offer all courses via the Internet for students who have the need to remain at, this is common for children with illnesses like cancer. Formed in the 1970s, magnet schools are public schools that appeal to students that have and wish to enhance particular skills. When they were established, their primary goal was promote voluntary racial desegregation in urban school districts. Usually, magnet schools have a “strong area” like performing arts or STEM programs. Charter and magnet schools both have smaller class sizes that traditional schools and usually have many extracurricular