The coupling behavior of school systems was examined in this study of how school districts attempt to control and supervise alternative programs. Four alternative high schools for actual and potential dropouts, run by community-based organizations but dependent on local education agencies (LEAs) for student referral and program accreditation, were used for the case study. Two assumptions underlie the study: that school systems are loosely coupled organizations with little supervision over their main product--instruction; and that schools derive their legitimacy from their social milieu. Data were collected through interviews, observations of interaction between the alternative schools and LEAs, and analysis of documents setting down formal commitments and requirements. The study found that LEA administrators exhibited much control over areas that affected the school's legitimacy, particularly over key areas such as the definition of what constitutes "teacher,""student," and "subject matter." Supervision of course content and instructional methodologies was scant. The study concluded that administrators exhibit tight behaviors in areas that affect the school's societal functions and have little bearing on the school's legitimacy. (Author/JM)