Alternative schools offer learners a second chance — and more

Each year, thousands of Minnesota students face challenges that make it difficult to stay on pace in traditional classrooms. For some, academic credit gaps are the hurdle; for others, life circumstances, learning style mismatches, or personal responsibilities make the traditional model feel out of reach.

But for students who struggle in conventional settings, leaving school doesn’t have to be the end of their educational journey. Across Minnesota, alternative education programs provide flexible pathways that help students stay engaged and work toward graduation.

Minnesota’s State‑Approved Alternative Programs (SAAPs) include Area Learning Centers (ALCs), Alternative Learning Programs (ALPs), Contract Alternative Programs (CAPs), and Targeted Services for younger learners. These programs are designed to meet students “where they’re at,” offering year‑round instruction, smaller class sizes, and personalized approaches that reflect each student’s goals and needs.

“These programs are designed to meet students really where they’re at,” said Christy Irrgang, Alternative and Extended Learning Consultant at the Minnesota Department of Education (MDE). “If they’re experiencing difficulty in traditional schools, the goal is to help them stay connected to their learning, to meet the whole child’s needs. It’s not just academics.”

Origins

Alternative learning in Minnesota dates back to the late 1980s, when the first state‑approved programs began with just a few sites serving a few thousand students. Today, nearly 160,000 students access alternative education on a part‑time or full‑time basis, making up a significant portion of the state’s overall public school population. 

Alternative programs are year‑round, often offering day classes, extended‑time options, and flexible scheduling that let students make up credits without repeating entire courses. Central to each student’s progress is the Continual Learning Plan (CLP): a personalized roadmap that outlines academic goals and the support needed to reach them. 

“These programs make an effort to tailor instruction to a student’s academic level, personal interests, needs, and college and career goals, designing coursework around that,” Irrgang said. Building strong relationships with students is also key; research and practitioner experience both show that meaningful connections with adults in school play a major role in keeping students engaged.

The ultimate goal of alternative education mirrors that of traditional schools: graduation. But the route often looks different. Minnesota’s alternative programs allow students to progress at a pace that works for them, taking multiple years if needed to complete requirements.

Extended‑time programming such as after‑school, weekend and summer options, lets students recover credits and continue progressing toward graduation rather than repeating lost time.

Funding

Funding for these programs comes through Minnesota’s general education revenue system, with additional support tied to extended‑time learning. This state funding structure has supported alternative education for decades, ensuring that students behind academically have a way to continue progressing. 

The need for alternative pathways remains high. Many districts still work to help students recover academically in the wake of disruptions caused by the Covid‑19 pandemic. District leaders across the state report ongoing demand for credit recovery and flexible learning structures that help students finish their diplomas. 

Who they serve

Experts say that alternative programs often serve higher proportions of students from historically underserved groups, including those identified as English learners or eligible for free or reduced‑price meals. 

According to the most recent MDE report on alternative programs, these schools serve more than 124,000 students statewide, with the largest groups enrolled in core day programs such as Area Learning Centers. Extended‑time programs, including after‑school and summer offerings, represent a substantial share of participation.

Collaboration

Looking ahead, educators and policymakers say that community partnerships are vital. State statutes and guidance emphasize that alternative programs should collaborate with local counties, community‑based organizations and post‑secondary institutions to broaden support and opportunities for students. 

Organizations like the Minnesota Association of Alternative Programs (MAAP) also advocate for students and educators in alternative settings. Its student‑led branch, MAAP Stars, gives learners a platform to share their experiences and help shape policy and practice across the state.

For Minnesota students earning diplomas through alternative pathways, these programs represent more than just a second chance. They are personalized opportunities for connection, growth, and future success.

Lizzy Nyoike is a Hubbard School of Journalism & Mass Communication student.