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As educators try to make schools more responsive to the diverse needs of today's students, public alternative schools are being increasingly investigated as viable and necessary options. This book offers a timely and much needed overview of public alternative education in the United States. With the rising interest among American educators about educational alternatives, a book surveying the topic is even more pertinent, especially as no overview of this rapidly changing and expanding field has been written since the 1970s.

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CHOICE Review

In the foreword, Robert O. Barr writes, "This book may open the door to unanticipated possibilities. If you take this book. . .seriously, you will surely no longer be willing to accept your local schools as the status quo." Young, who has been deeply into alternative education since the late 1960s, has indeed produced a concise, readable work that challenges conventional wisdom on public schooling. The issues presented are timely but enduring and not faddish, as the brief historical background shows. Although reference is made to compassionate critics such as John Holt, Ivan Illich, Herbert Kohl, and others, Young is not as impassioned or iconoclastic. Rather, he provides a balanced presentation of the research on the effectiveness, or ineffectiveness, of public alternative schools. Most of the book is devoted to the description of a number of operating public alternative schools and an evaluation of the characteristics that seem to make them effective. Some of the characteristics have implications even for standard public school programs. The book is appropriate to a wide audience from undergraduate students to education school faculty. R. A. Breault Black Hills State College