The research summarized in this report is a longitudinal study of the effectiveness of a particular type of alternative secondary school in improving the behavior of delinquent and disruptive students. Three alternative school programs which provide students with experiences of success and social support from teachers are described. The effectiveness of scholastic success and social support in raising students' self-esteem, integrating students with their school, and decreasing incidents of delinquency and disruption is examined. Details about the students and the alternative schools are described and the study design comparing alternative and conventional students is explained. Findings are given and comparisons among the alternative programs are made. Conclusions in this report indicate that poor scholastic experiences are significant causes of delinquent and disruptive behavior, and positive scholastic experiences make a difference in the behavior of only those students whose delinquency seems effective in defending against negative impacts. Problems of anxious or depressed students are also considered. (NRB)