"A student who can't read on grade level by 3rd grade is four times less likely to graduate by age 19 than a child who does read proficiently by that time. Add poverty to the mix, and a student is 13 times less likely to graduate on time than his or her proficient, wealthier peer,"
Among large North Carolina public school districts, Charlotte-Mecklenburg, Guilford and Wake County public schools graduate their White male students at or slightly above the national average, with both Charlotte-Mecklenburg and Wake counties showing unusually large achievement gaps.
Black students accounted for 78% of "Total Mental Retardation" classifications, while White students accounted for 17%. Black students accounted for 77% of classifications for "Emotional Disturbance" and 57% of "Specific Learning Disabilities"
An incredible number of African American boys and girls are subjected to disproportionate discipline as compared to their white counterparts.
In 2010, Anisa Rhea, PH.D wrote an Evaluation of the Wake County Public School's Alternative Options. At the time of the report were three alternative schools: Mary Phillips a high school, Mount Vernon and River Oaks, middle schools. Longview was a school for children who qualified for Special Education services according to the report. Purpose of the Report: Provide national data on alternative models, Describes models used in comparable school districts, Provide implementation information, Examine the level of transparency in the district and Evaluate the impact on academics and behavioral outcomes. These are the findings in Wake County's Alternative Options and trends across the state.
Low income, minority and students with emotional and behavioral problems are the most common group of students with disabilities served in alternative schools.
In a qualitative study that collected high school student's perspective on their school experience, participants frequently stated they felt viewed as "second class citizens" because they attended alternative schools.
Students in alternative schools are aware of the negative stigma attached to them
Staff described the alternative school as the place to send "trouble makers". Warehouse low performing students and those with behavior problems
Mary B. Phillips out-performed other alternative schools in the state . That school environment played a major factor in student accomplishment and behavior
80% of Mary B. Phillips students said that they were offered meaningful opportunities for participation and caring relationships with teachers and administration
While the base school does not provide transitional services for students entering the alternative school, the base school expects transitional and supportive services for the students to transition back
The students were expected to graduate at the alternative school, but not at the base school
Students stated many of their problems decreased after attending alternative schools