In our previous issue, we examined work the Hamilton Fish Institute has done at a school- within-a-school in Springfield, Ore.

Over the past seven years, HFI researchers have worked closely with alternative education programs. While each of these has been tested according to scientific criteria, long before the data were collected and crunched, there were more tangible signs of how these programs have helped to change lives.

The Hamilton Fish Institute implemented Regional Alternative Education Program (REAP) in Virginia in November 1999. HFI developed a comprehensive school safety plan and implemented the Positive Adolescent Choices Training (PACT) to help students with anger management.

The program has had several success stories. One of these features a young woman who became the only member of her family to ever graduate from high school. She was in the alternative school for anger issues, threats to teachers and school bus fights.

“She really turned herself around,” said Debby Jennings, former director of REAP and an HFI research associate. “This was a child who was going to drop out of school. Those that drop out end up on the streets, doing drugs and getting into more trouble until they end up in jail.

“Another young lady in the program turned herself around and graduated early,” Jennings said. “She now has a well-paying job and has bought herself a car. Her base school was not going to let her come back into the school but, through her success with the program, she was able to return to her base school and graduate.

“The teachers here are real role models. Students generally leave with a better feeling about school. There is a lot of one-on-one time with the kids.”

With HFI’s assistance, the program was able to secure Internet connections at the school so students could do their schoolwork without having to go off site. The program also provided training for the staff regarding gangs and drugs and helped install security cameras and monitors in the school. These not only have helped monitor activities within the building but provided an unexpected and effective learning tool.

“When students act up, they are taken out into the hall to continue their discussion with the staff,” Jennings explained. “Then they are shown the surveillance tape and are able to see their behavior and understand just how threatening they are.

“We looked at the entire program,” Jennings added, “and have been able to recommend improvements and have helped them across the board.”

Beyond simply working to improve safety and overall conditions within the school, the program has also helped the school reach out to the community, often connecting them to invaluable community resources. “Staff had no time to act as liaisons and to network for support emotionally and professionally,” Jennings said. “We’ve been able to help them with that and get them more involved in advocating in the community for their needs.”

Jennings reported that approximately 75 to 80 percent of the youth who attended REAP graduated—youth who may have otherwise dropped out or possibly been turned out onto the streets.

For more information, Debby Jennings can be contacted at debbyj@gwu.edu.

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