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Questions and answers presented in this article offer con crete advice not only about what options in public edu cation should be but also what they should do.
On the premise that alternatives are needed and that they will have a better service and survival rate if they are public rather than private, Illinois has instituted a network for educational options. It is described in this article.
When an alternative school is housed in its parent school, natural constraints of the two territories will result. The author tells how one option is working in spite of problems.
This author gives thorough treatment to alternatives eval uation purposes and problems.
The unified district of Jefferson County, Colo., instituted a variety of alternative education projects nine years ago. Now a full array of options include separate school units, in-school units, and a variety of short-term alternatives, some of which are described here.
Concern is expressed here that oftentimes non-public alternatives do not deal with the real educational or social issues.
The author describes the structure and process of a special blend of authoritative leadership and democratic action. He says it works well for either alternative or traditional schools.
Alternative programs have their attendant problems. But they are solvable, the authors say, by the technique that applies to any problem.
This comprehensive article analyzes the impetus for alter native schools' development, their present status, and reactions to their development.
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