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Alternative Schools
By Jonathon Freeman-Anderson

U.S. culture throws the word alternative around on anything deemed unlike the contemporary standard of popular judgment. However, everything has been alternative before becoming another thread within the American web of cultural existence. In fact, U.S. culture is always changing to assimilate "alternative" trends into the mainstream. Alternative rock eventually needed an alternative and became alt-rock. The U.S. embraces alternative medicine and practices to heal and help people with varying accounts of success. New, abstract alternative lifestyles become trends, fads, and clichés within weeks in California. The acceptance of anything alternative is at the core of the American Dream. Our ancestors were looking for an alternative existence, forming the U.S. away from England. Why, then, do so many people seem to have trouble accepting the idea of alternative educational formats as legitimate as institutions that have, say, Ivy League notoriety?

The typical 21st century "normal" school requires students to be there on a specific time, follow a regular routine, set on some easily referenced curriculum that commands school spirit. If anything, the purpose of a "normal" school is to create an autonomous, loyal population of workers without much individualism or diversity. Except to express their efforts within a successful, global, corporate economy with all the style and individualism that an over-arching public relations firm allows, a graduate of most Cal State, UC, or popular private schools, such as USC, are as unique as a butterfly from a dog's perspective. Complete political, social, and economic uniformity plays completely against the nature of an education from many "alternative" schools.

In the early twentieth century, educational leaders of America worked hard to be appropriate, worthy, and seem necessary for a successful lifestyle, with a good job, and reputation in life. Often, alternative school choices are disavowed, denied, or debased because of their choice to follow a different educational curriculum than in the traditional schools. The difference between the two choices is primarily the perspective that each attempts to impart upon the student. Alternative schools have less rigid programs than traditional schools, smaller class sizes, and attempt to make the student find the motivation to learn their own individual potential, not pressure them into it.

Every government-funded school is being hit hard in the current troubled economy; the government has raised prices on tuition, again, for the upcoming school year. Alternative educational institutions with more affordable plans, but less familiar names, seem more attractive as the prices, purpose, and value of a degree come into question. By comparison, an alternative education provides students with a practical, progressive focus towards their individual needs first.

Valley Scene wants to provide this "back-to-school" story as an alternative to other generic stories on store specials and top-rated, wealthy schools where children will debatably be happier because of ridiculous enrollment fees. Maybe this brief, but comprehensive look at alternative education will give light to a possibly better, if not simply different, future for anyone unaware of these other options.

If anything, the purpose of school is to relieve ignorance and open the minds of each of us to the potential of our universal growth, connection, and success. The best schools, no matter how exclusive or expensive, at their best, provide the same thing as any alternative institution, and that is the ability to instill the self-confidence for anyone to learn how to achieve their utmost desired potential.

In the United States of America, especially, the term alternative school is a broad term with many educational institutions falling under its umbrella, including independent schools, home schooling, online or correspondence schools, and special needs schools. Since public schooling was first organized in the 1830's to provide a unified educational experience for all children, certain groups of educators, parents, and students themselves sought alternatives to this system. From social reformers to religious supporters to romantic idealists, the founders of alternative education united in the common goal to nurture the intellectual, moral, emotional, and social development of today's youth. If anything, alternative schooling wants a more intense focus on the complete progress of a student, not just applied academically, but across an entire life's experience.

Those attracted to alternative schools may do it because they do not want to be a part of some academic manipulation that limits one's individuality, creativity, or spiritual perspective. It was during the radical era of the 1960s that alternative education grew into a movement. Parents sought an education for their children that was nonconformist and served the children's needs rather than the state's needs. School choices rose in popularity allowing open classrooms and magnet schools to come into fruition under the radar of the many other counter-cultural themes garnering attention at that time.
Since the time of the hippies, where every living condition became an alternative, society has calmed itself into more traditional, conservative values of education again. The 1983 report by President Reagan's Commission on Excellence in Education, A Nation at Risk, purporting the traditional goals of American public schooling would lead to economic growth started a tempest of educational "restructuring" intending to produce better-disciplined citizens and workers for a competitive, global economy. George Bush's "America 2000" agenda became Bill Clinton's "Goals 2000" program, which was enacted into law.

The changes that continue from Clinton through to Obama have primarily been in streamlining educational fields and opportunities to subjects that are most necessary for social progress. In addition, a steady incline in tuition and school fees maintains the government's intention to make it more financially difficult for each subsequent generation to harness their full potential and apply it effectively. As government school systems become increasingly hyped to the purposes of the corporate economy, thousands more individuals, families, and educators will turn to alternative schools and home education.
The term "alternative" schooling has a stigma that many feel places a negative spin on a child's development, implying schools for "at risk" youth only, rather than being for the education of all children. Often for adults as well, after a certain age, school seems an impossibility that will only bruise egos to have to go back and be amongst the kids. Clearly the distinguishing difference between "special," "at-risk," and "learning disability" individuals versus everyone else who have doubts about attempting an alternative education is philosophy.

Most people know if they need extra help with school or if they just need help getting pointed in the right direction. Alternative schools do not necessarily consider themselves "schools," as this provides images of traditional, outdated concepts. Now, many schools learn within educational facilities deemed for such usage, as well as, outside, in nature, and society, or even online separated in cyberspace from any classroom, other student, or the teacher(s). The real questions should relate to the current educational options available for the development and capability of all children and adults.

Most alternative schools are extraordinarily diverse in their approach per student, eliminating the need for mass uniformity. This diversity actually tends to promote many towards enjoying a truly, shared educational experience without pressure to be something they are not. Varying from about 10 to 400 students, most alternative schools maintain small populations of students. Considerable research on small schools (see www.ael.org/eric /small.htm) indicates many advantages of small student populations. For examples of philosophically diverse schools, visit the National Coalition of Alternative Community Schools (www.ncacs.org/links.html).

Democratic and Free Schools create a safe environment where children can learn without the use of force or coercion by drawing on a child's curiosity to motivate their own learning. Many free schools are structured as democratic schools also; staff and students have an equal vote with some allowing votes on all matters, including financial, conflict resolution, staffing, and minor administrative decisions. Other schools divide into committees, like Congress, with a supervising adult maintaining power to make administrative decisions. The role of teacher varies from school to school. In some schools, teachers' offer classes for students who wish to take them, while, in other schools, teachers are cautious about teaching until the student requests a lesson. For more information, visit the Paths of Learning Online Library at www.PathsofLearning.net/library/freeschools2000.cfm
Folk Education is an interesting development in education where "learning happens when individuals and communities come together to celebrate culture and life in order to critically analyze challenging and especially oppressive situations…to apply that knowledge to create alternative possibilities for the institutions in which we live and work" (as quoted from the Folk and People's Education Association of America web site, www.peoples education.org). Within academia, this type of learning is sometimes called "radical adult education" as it aims to get at the roots of education for social change and help find pathways for individuals to apply their understanding of this knowledge appropriately.

Friends (Quaker) Schools have contributed to social and educational reform in American culture since the seventeenth century. Known for their academic rigor, Friends schools pride themselves on the development of a caring community within and beyond the walls of the school. Examining the missions of schools in the Friends Council on Education (mathforum.com/fce/), the goals do not distinguish the end of education from the process of learning. Both the purpose and process of education involves treating each person with dignity and respect. Life-long learning, social justice, and challenging human oppression are often additional goals of the Friends schools.

Home schooling, has goals that vary widely by expanding well beyond traditional modes of teaching and learning. Often, when progressive-thinking parents hear about such home schooling trends, the reaction is that it is a good idea, in theory, but they are unsure if there are enough resources for them and their children. In fact, the majority of home school students' average in the upper 85% versus the 50% average from the majority of public schools. Most colleges welcome home students to apply. Many parents' fears against the unknown nature of home-schooling often lead them to use mainstream models for educating their own children, but there is more access to home school community groups and online assistance for home schooled children than ever before.
To teach children at home is now legal in every state and does not require teacher certification. Home schooling varies with some families creating "school at home" with a standard curriculum, while others have signed up with a curriculum designed by an umbrella school. This school helps parents with grading homework and with any necessary report forms. To relieve some of the fear of the unknown, check out the facts and stories about how home school really works with Holt Associates' "Q & A on Home schooling" (www.holtgws.com/QA.htm).

Montessori Schools are based on methodologies developed by Dr. Maria Montessori, the first woman to become a medical doctor in Italy. Montessori's own work focused around research through direct observations of young children. Thus, the strength of the Montessori Method is working with the developmental needs of young children. The student's role in a Montessori school is to engage in experiences and activities designed to foster physical, intellectual, creative, and social independence. The teacher's role is to develop curricula and learning environments that are age-appropriate and aligned with the Montessori philosophy and method. For more details on Montessori schools, consult the International Montessori Society, www.wdn.com/trust/ims/, the American Montessori Society, http://www.amshq.org/, or the North American Montessori Teachers' Association, http://www.montessori-namta.org/.

Waldorf (or Steiner) Schools consider themselves "child-centered." Waldorf teachers aim to help children in learning life's rhythms for creating an inner balance to help prepare them for creating lives of outward balance. Steiner schools focus on integrating the inner rhythms of nature and child through music, art, and dance. Structurally, Waldorf schools are similar to Montessori schools, but this approach has a number of holistic elements that appeal to many parents and teachers.

These "alternatives" are not one or two small trends, but a growing plethora of education. At present, the U.S. culture at large lacks acknowledgement and inquiry into the kinds of alternatives available. This abyss of information constitutes discrimination against well-established philosophical alternatives in education and hinders the development of human potential by limiting the outlets available to facilitate meaningful learning.

Essential, diverse expressions of core values such as creativity, courage, collaboration, and love are never intentionally taught in "mainstream education." Schools assume students are creative, have courage, know how to love appropriately, and are willing to be collaborative. However, if Columbine and Virginia Tech have taught the world anything, it is that those very pre-determined assumptions and stereotypes of quality features in a student, if not taught properly, can be learned, misinterpreted, and misused with lethal consequences.

Arguably, this leaves most of the U.S. population behind at a shallow level of the international educational standard. Therefore, parents, and educators, also, must become better educated about effective alternatives. For when one understands that the purpose and means for educating is interconnected with what is learned, then these diverse tactics will seem essential for quality human growth in a developing, competitive society.

As more parents become aware of the alternatives, maybe, the system will evolve into one that meets the needs of its students. Otherwise, do not wait for that failed, deteriorating public school system to change, rather take responsibility for your own education. Find out what the choices are and choose the best option for you.

Within a democratic, information-rich society, learning should take place throughout the community. Young people should have access to mentors who nourish their diverse personal interests and styles of learning, not deny, nor pander those interests. Parents now have choices with hundreds of independent, alternative schools available that emphasize taking responsibility for one's own education.

Let us take it back to education, rethink the paradigm, and find the best possible path for the individual student to fulfill their ultimate potential. Reaching the epitome of one's abilities and intellectual understanding is an individual process, not an impossible dream. Now go out there and find your alternative.

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