| The purpose of this study was to explore the relationship between physical location of public secondary alternative schools in New Jersey and educational consequences in terms of structure, patterns of interaction, and the achievement of educational goals.;The design of the study was multidimensional, collecting data at both the school level and the participant level, where data was collected from alternative school directors, teachers, and students. The Classroom Environment Scale by Moos (1974), the Coopersmith Self-Esteem Inventory by Coopersmith (1975), and interview schedules were used to collect data.;In the hypothesis testing phase of the study physical location of alternative schools had the following effects: (1) Alternative satellite schools located in a separate building tend to be different from school-within-a-school alternative schools in organizational structure in that they are larger, use more individualized instruction, are more likely to use the program completion option, and are more likely to include the twelfth grade. (2) Students in satellite alternative schools perceived the school environment as it relates to patterns of interaction more positively than SWAS students on measures of: (a) Student Involvement; (b) Student Affiliation; (c) Teacher Support; (d) Rule Clarity; (e) Innovation. (3) Teachers in satellite alternative schools perceived the school environment more positively on measures of Student Involvement. (4) In the achievement of educational goals, satellite alternative schools had higher attendance rates and lower dropout rates. There was no difference in student self-esteem. On measures of school environment both students' and teachers' perceptions of Task Orientation and Order and Organization were more positive in satellite alternative schools.;The exploratory phase of the study as it related to the characteristics of alternative schools in New Jersey confirmed the results of earlier studies of alternative schools, in that they tend to be small, to use flexible grouping practices and curriculum organization, and they reflect the socioeconomic status of the parent school.;As compared to national norms on the CES, alternative schools in New Jersey were different on seven of the nine subscales of the educational environment as perceived by students and teachers, supporting the conclusion that alternative schools provide a different environment than traditional schools. |
