These state profiles were developed in close collaboration with the teams from our State Action Collaborative and are a snapshot of the current policy landscape of each state in the collaborative. They reflect a combination of publicly available information on alternative education policy from state department websites and information shared by team members directly.
Under Kentucky Revised Statutes 160.380(1)(b), an alternative education program (AEP) is: “a program that exists to meet the needs of students that cannot be addressed in a traditional classroom setting but through the assignment of students to alternative classrooms, centers, or campuses that are designed to remediate academic performance, improve behavior, or provide an enhanced learning experience. Alternative education programs do not include career or technical centers or departments.”
AEPs may be conducted either on site (within existing schools) or off site (in separate facilities).
154 programs in 2024-25†
19,941 students in 2024-25†
Alternative programs serve students ages 12–18.
For district-operated alternative programs: While AEPs have historically been linked with at-risk students—many of whom thrive in these environments—they also serve a broad range of learners. This includes students in special education, those who are gifted and talented, adjudicated youth, individuals who have experienced abuse or neglect, students with disabilities, and others who may benefit from a non-traditional approach to learning.
For KECSAC-operated programs: Children housed in state agency facilities such as juvenile detention centers, treatment facilities, and residential group homes.
The Support Education Excellence in Kentucky (SEEK) funding formula is the primary mechanism for allocating state funds to local school districts, aiming to ensure equitable educational opportunities across the state. Established by the Kentucky Education Reform Act of 1990, SEEK is designed to balance disparities in local revenue-generating capacities by providing additional state support to districts with lower property wealth. Each district is guaranteed a base amount per student, calculated by multiplying the per-student amount by the district's Average Daily Attendance (ADA). Districts are required to contribute 30¢ per $100 of the assessed value of their taxable property, then the state covers the difference. Additional funds are also allocated from the state based on student need (English learners, students eligible for free or reduced-price lunch, and students with disabilities), as well as a transportation amount based on analysis of transportation.
Kentucky’s accountability system includes indicators of postsecondary readiness and a five-year cohort graduation rate to recognize student persistence. Students enrolled in an AEP for a full academic year are attributed to the district they would have attended if not enrolled in the AEP. If a student is not enrolled in any accountable school or AEP for a full academic year but is enrolled in a district, they are assigned to that district for accountability purposes.
*At the time of writing, Kentucky is set to implement new accountability measures through the United We Learn initiative. Significantly, the indicators will fall into two categories: 1) local accountability indicators with options for local choice and 2) state accountability indicators that meet federal requirements and are required statewide. Impacts on alternative programming are yet to be determined.
Kentucky provides a range of innovative graduation pathways designed to offer students flexible, personalized learning experiences that reflect their individual interests, career aspirations, and academic readiness. These options aim to boost student engagement, lower dropout rates, and better equip graduates for success after high school. Key approaches include earning credit based on demonstrated mastery—rather than seat time—through methods like capstone projects, dual credit courses, and work-based learning opportunities.
While these flexibilities are offered to students in all schools, AEPs receive additional guidance from the department of education to implement these and other practices. The Persistence to Graduation practice brief from the Kentucky Department of Education emphasizes these flexibilities and highlights additional supports, such as providing smaller student-to-teacher ratios, maintaining high expectations for all learners, and fostering strong connections between AEPs and traditional schools to support student transitions.
To ensure these practices are implemented effectively, the Kentucky Department of Education uses the Alternative Education Program Quality Indicators Rubric. This evaluation tool is structured around three core domains—academic performance, learning environment, and efficiency—with each domain containing specific standards and indicators. The rubric helps schools assess program strengths and areas for improvement, guiding targeted enhancements and professional development efforts.
†Information provided by State Action Collaborative members.