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A new publication by the National Youth Employment Coalition (NYEC):Financing Alternative Education Pathways: Program and State Policy Profiles explores the issues surrounding the funding and sustainability of alternative education pathways through the experiences of some alternative education programs schools located in Wisconsin, Oregon, Ohio, and Arizona.

It also outlines the range of state and local policy mechanisms that are in place that enable these schools and programs to access funding to better serve out of school youth. This publication is available at www.nyec.org.

Some of the principles and strategies identified include:

Principles for Alternative Education Pathways/Options

• Alternative education pathways/options should include institutions that can award education credentials.
  
• Alternative education pathways/options should promote competency-based and applied learning approaches.
  
• Alternative education pathways/options should address relevant indicators for student achievement and programs/schools.
  
• Alternative education pathways/options should consider awarding credit based upon proficiency.
  
• Alternative education pathways/options should include multiple pathways to a credential.
  
• Alternative education pathways/options should use measures that consider student progress over time and relative gains.
  
• Alternative education pathways/options should collaborate with a myriad of partners including but not limited to: education systems/programs, community-based organizations, community colleges etc.
  
• Alternative education pathways/options should include characteristics and elements that encourage students to stay in an education program or school.

• Creating a state statute that enables the establishment of a state program allowing funding to follow “at-risk” students.
  
• Allowing school districts to award credit based on proficiency. This policy may be a local option for school districts to grant credit towards a high school diploma. Credit may be awarded based upon satisfactory completion of work in an alternative program, which may include career-related learning experiences and project-based learning.
  
• Permitting all or part of a public school to be converted to a community or charter school, with the intent to better serve the needs of at-risk youth.
• Designating Charter Schools as their own Local Education Agency (LEA).
  
• Providing support systems and networks for alternative schools serving at risk youth.
  
• Ensuring representation of an alternative school operator on the state board of education.
  
• Developing an education accountability system that is compliant with both state and federal requirements that also recognizes progress (over time) of all students, whereby schools do not fail if they have made substantial growth.

• Low student/teacher ratio
  
• Accredited
  
• Degree granting (hs diploma)
  
• Credit recovery
  
• Certified teachers
  
• Strong relationships negotiated at the local level
  
• Private funding
  
• Partnership with a community-based organization
  
• Access to multiple local and state funding streams
  
• Provision of support services such as case management and counseling