Areas of possible impact noted include improved attendance, improved academic achievement, reduced suspensions, increases in passing grades, greater progress toward high school graduation, and decreased delinquency. However, six areas where such programs have not demonstrated positive results are also identified: (1) long-term achievement gains, (2) long-term behavioral change, (3) significant increases in school holding power, (4) program success with disruptive students using a vocational curriculum, (5) better outcomes in off-site educational environments, and (6) program maintenance at the local level after grant funding stops. Some vital issues that should be considered by those administering disruptive youth programs are discussed. The question of whether disruptive youth should be allowed to drop out of school is examined, the use of more punishment for disruptive students is explored, and the possibility of modifying the secondary curriculum or the duration of the day school for disruptive students is addressed. The chapter describes evaluation of school programs for disruptive youth and identifies some aspects of a thorough evaluation, including random assignment to different interventions, independent assessment, use of evaluative measures independent of the intervention, and resolution of control group problems. Ways to reinforce the school staff in programs to better manage disruptive youth are described, and the cost-effectiveness of such school programs is discussed. Included are 108 references.