Alternative programs for disruptive youth share several characteristics proven successful in a number of schools. These include assignment by choice from options provided by the school district, human services, probation, or the courts; daily attendance and progress reports; continual monitoring, evaluation, and formalized passage from one step or program to another; direct supervision of all activities; administrative and community commitment to the program and its financial support; and mandatory parent and student counseling. Other characteristics of effective alternative programs are full-day attendance, with a rigorous workload and minimal time off; high performance standards; curricula addressing cultural and individual learning style differences; clear and consistent goals; a democratic climate; and motivated and culturally diverse staff. An evaluation of five schools having many of these characteristics showed a general decline in problem behaviors over the 14 months of the study. The study found that self-esteem attitudes were an important variable in changing disruptive behavior. Additionally, locating classes in separate buildings during the school day and a flexible staff were significant success factors.