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from their host districts and work to raise funds to cover the rest. Sadly, there is often greater demand than supply, so as a result, lotteries, auditions or academic testing are sometimes used to determine which chil- dren can get in. According to the Lehigh Valley Academy Regional Charter School’s website, “A lottery will be held if the num- ber of new students who register during the open enrollment period exceeds the number of open spots available in a class to deter- mine the order in which new students will be enrolled or placed on the waiting list.”


ACCREDITATION AND REPUTATION While many alternative schools are not subjected to the same standardized testing as public schools, most exceed the require- ments. Accreditations from organizations such as the National Association of Inde- pendent Schools (nais.org) add a measure of credibility. Schools publish graduation rates, class sizes and college acceptance ratios. Regardless, it is best to ask around, visit the school and trust your instincts.


DISCIPLINE


Routine and structure can sometimes pre- vent bad behavior. One example is the clas- sic private school dress code. As Bethlehem Christian School’s code states, “Uniforms are worn so that students can express their individual strengths and Christian character through their own gifts and abilities rather than by how they are dressed.”


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Private schools are not required to educate every young person in the community (as public schools must) so they can take a hard line on zero-tolerance policies and the like; however, a child may be less likely to act out when the teachers have the re- sources to provide him or her with the at- tention required.


SCHOOL OR CLASS SIZE Smaller student-to-teacher ratios can im- prove learning. Michelle Frable of Naza- reth transferred from a public to a private school in junior high. She distinctly re-


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