One of the theories favoring alternative schools suggests that scholastic success and social support raise students' self-esteem and reduce their provocation to become delinquents. A longitudinal study was conducted to determine the effectiveness of three alternative secondary schools in improving the behavior of highly delinquent and disruptive students. These students were also compared to students in the conventional schools from which they came. The data indicated that the alternative schools made a significant difference in the behavior of students who were less anxious and depressed and whose delinquency seemed effective in defending against negative affect. The assertion that poor scholastic experiences are significant causes of delinquent behavior, particularly at school, received substantial support. Further research is needed to determine whether alternative school-based programs should screen out very depressed and anxious students because the programs are less likely to help them. (JAC)