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Evaluation Review, Vol. 32, No. 2, 187-215 (2008)
DOI: 10.1177/0193841X07310600
© 2008 SAGE Publications

Mixed Results in a Transitional Planning Program for Alternative School Students

Elaine M. Wolf

Justice Strategies, Center for Community Alternatives, Syracuse, New York, emwolf{at}communityalternatives.org

Douglas A. Wolf

Center for Policy Research, Maxwell School of Citizenship and Public Affairs, Syracuse University, Syracuse New York

Disciplinary alternative schools have a reputation as gateways to the juvenile and criminal justice systems. The authors conducted an evaluation of an intervention (Strategies for Success) designed to divert seventh-, eighth-, and ninth-grade alternative school students from this gateway. They used propensity score matching and a multivariate random effects model to estimate program impacts and found that the program not only increased attendance rates, at least in the short term, but also increased the likelihood of reassignment to alternative schools. The discussion focuses on possible reasons and solutions for high rates of return to alternative school and for the erosion of program effects.

Key Words: alternative schools • education • school disciplinary policies • prison track • propensity score matching


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