The program's structure as a day school is described, and its two major components, education and counseling, are addressed. The program's use of a token economy as a primary means of encouraging and sustaining attendance and performance is noted, and the usefulness of the economy not only in the classroom but in other areas of the program is examined. The program's goals are reported, and its effectiveness in meeting these goals is assessed using a control group and measures of delinquency and academic performance. Results of a recidivism study involving students who had been enrolled in treatment during the years 1973-1977 are presented and suggest that treatment had a positive effect on recidivism measured by court appearances. However, methodological problems with the study are highlighted, and the inconclusiveness of study data is noted. The program's results with respect to academic and social skills are reported, and improvements in attendance as well as in mathematics and reading are indicated. Finally, the placement of students in appropriate vocational and academic settings is examined, and almost half the subjects are shown to have positive outcomes. Several features which make the program attractive to targeted youth and effective in meeting its goals are identified, including the token economy and recreation room, positive point system, and self-paced instructional materials. One figure, two tables, and five references are included.