Descriptive data from 105 alternative education programs were used to select 25 programs for study and then 9 exemplary programs for site visits. All of the 25 programs: (1) use a conceptual model of student behavior, development, and learning as a basis for program design; (2) have operated for more than 1 year; (3) have been evaluated or will be evaluated; and (4) represent a major type of educational model and a variety of physical settings. The nine exemplary programs:(1) serve students for more than one semester, (2) record some follow-up or tracking information on students after they leave the program, and (3) have been described as successful by more than one source. The crucial components of model program are that they help students develop the capability to succeed in school and to meet high expectations; provide extended contact with a caring adult; develop coping skills; and structure activities, time, and relationships in beneficial ways. They also provide both positive and negative consequences for students' actions, create an atmosphere of belonging and bonding or a community within the program, and provide access to and promote the development of a support group of peers focused on a positive lifestyle. In addition, they prepare youth for the future by making the school experience relevant in their terms and provide some exposure to and preparation for the world of work. Furthermore, they make resources and services available to address individual and family problems. Reference notes