Alternative Ed: Segregation or Solution?

Chicago Reporter, The, Nov-Dec, 2001 by Brian J. Rogal, Cyril Mychalejko, Micah Holmquist

Do Something

The state's alternative education plan was sailing quietly through the Illinois House in mid-March, Light said, when she found out about it. The 21-member Elementary & Secondary Education Committee had unanimously passed the bill on March 8.

Programs statewide provide alternative education to children as young as 6, and some address chronic truancy. But most serve middle and high school students who have been expelled or have dropped out. The new law will allow local districts to create alternative programs for children down to fourth grade, if their school labels them "at-risk of academic failure."

In March, when the board presented their legislation to the education committee, the definition of "at-risk" included those with "serious academic, personal, economic, or social impediments." The impediments cited included "involvement" with the police or courts, chronic illness, poor nutrition, economic disadvantage, substance abuse and pregnancy.

Although local districts can decide which children fit those criteria, they need state approval to reassign students to separate classrooms or facilities.

"Turning page after page of the original bill, it simply made me sad and angry. I had to do something," Light said.

Light made a flurry of calls to other activists, including Heybach. By mid-April they had formed a coalition that included several school reform groups, the Illinois chapter of the American Civil Liberties Union and Voices for Illinois Children, a statewide advocacy organization.

Meanwhile, the legislation, after no debate, unanimously passed the House on March 27. By late April, Light said, the groups were ready to testify before the 10-member Illinois Senate Education Committee, the bill's next stop.

Activists interviewed by the Reporter said they regard alternative education with suspicion. Heybach said some homeless children were once kept in separate Chicago Public Schools classrooms. In 1996 the system banned the practice. But Heybach said she remains concerned because separate schools "have come back into vogue."

Given those concerns, some legislators acknowledge they may have moved too fast. "I thought it would be a relatively simple bill," said state Rep. Arthur Turner, a West Side Democrat who co-sponsored the bill. He said he was "caught off-guard" by the strong objections.

Barrett said critics sometimes misinterpret the intent behind such programs.

"I understand that people don't trust school districts," Barrett said. But "we all want the same thing--solid, decent programs for our kids."

Moving Fast

The redefinition of alternative education began simply, said Radford-Hill. A 1997-98 state board audit found that 27 districts, ranging from northwest suburban Elgin to downstate Belvidere, had alternative programs, including evening high schools, that failed to provide five hours of daily instruction, as required by law. That meant the programs were in danger of losing state aid. Originally, officials planned to draft a bill granting an exemption, she said.