Over the past few years, the AHSI network has made strides in understanding how existing policies at the federal, state, and local levels affect alternatives for high school. Based on this understanding, the AHSI network has charted key policy conditions that merit attention if alternatives for high school are to reach large-scale, nationwide success. At present, AHSI is well-positioned to use the collectively-developed policy framework to implement a set of policy strategies together in one or a few places. The purpose of this overview is to provide interested colleagues in the youth field with a brief synopsis of the AHSI policy perspective in hopes of fostering dialogue and broad, community-wide discussion of the potential for working together with a range of partners in places interested in expanding alternatives for high school.

A centerpiece of the AHSI policy perspective is a framework consisting of seven key themes and conditions which the network has identified as essential for alternatives for high school to achieve large scale success. These seven policy themes include five conditions proposed by the Bill & Melinda Gates Foundation as necessary for large scale K-12 education reform and two additional conditions which are particularly relevant for alternatives for high school. These seven key policy conditions are defined below.

Executive Summary of Policy Themes & Issues
Affecting Alternatives for High School

Seven Policy Conditions for Large Scale Success

What They Mean

1. Increased College Access

AHSI program models enable students to complete high school by earning a regular diploma or an equivalent credential, and they prepare young people to pursue postsecondary education.

2. Need-based, Adequacy Approach to Funding

Adequate funding at levels above per pupil funding allotments for traditional high school programs is essential if alternatives for high school are to reach sustainable nationwide scale.

3. Rigorous, Reasonable Academic Standards and Assessments

Alternatives for high school are committed to ensuring that sutdents meet or exceed academic standards and competencies for high school completion and readiness for entry into postsecondary education. AHSI models seek to measure student learning along a continuum that includes state tests and requirements as well as authentic assessments of performance through tasks, projects, and portfolios.

4. Strong Accountability

Alternatives for high school are dedicated to being held accountable for student’ academic achievement. Students who have not fulfilled their academic potential in traditional K-12 settings often require additional supports. An alternative model’s accountability must be aligned with access to the necessary resources and flexibility for innovation in programming that will enable students to succeed.

5. Expanded Options for Parents and Students

Parents and students would benefit from a wider range of alternatives for high school, preferably with the ability to choose a learning environment likely to be effective at enabling a young person to achieve success.

6. Open Sector, Readiness to Open Alternative High Schools

Launching and expanding alternatives for high school requires a healthy “open sector” in education that is receptive to education programs that expand, enhance, and recalibrate the premises and structure of the existing public school system.

7. Coordination with City and Other Public Agencies and Community Organizations

Alternatives for high school recognize the need to offer students supports and services that are beyond the purview of the school system to provide. To do this, many alternatives for high school coordinate with other public agencies and with community organizations to create options for students to tap into a range of appropriate resources.

Download AHSI Policy Conditions Table PDF