The study examines the relationship between success upon leaving an alternative school program and immediate measures of program effect. The strength of the relationship was used to determine the degree to which the program effected its long term goals of preparing students for future academic or vocational success. Student success was defined as behavior reflecting adequate academic skills and attitudes toward education. It was measured by ranking three outcomes in descending order: return to formal education; securing employment or a general educational development (GED) diploma; not returning to school, not working, or not pursuing the GED. The immediate measures of program effect were reading achievement, mathematics achievement, absenteeism rate, disciplinary referral rate, change in absenteeism of disciplinary referral rates, and attitude toward school. Students assessed were between the ages of 13 and 20 who had participated in an alternative school program stressing small group instruction and vocational/prevocational training sponsored by five Louisiana school systems. The regression model accounted for 25 percent of the variance in student outcomes. Age, mathematics achievement, and absenteeism rate were the only variables which had a probability level of less than .05. The relationship was positive for mathematics achievement and negative for age and absenteeism. (Author/DWH)