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Abstract
The Jones County Alternative School Program (JCASP) was established during school year 1995-1996 and was designed for students who chronically interfere with their own learning and/or the education process of others and who require additional attention and structure beyond that provided through a traditional education program. In this study, high school students were studied with regard to academic achievement, attendance, self-concept, discipline, and goal setting opportunities before and after attendance at the alternative school. Data were gathered from school years 2000-2001, 2001-2002, 2002-2003, 2003-2004 and 2004-2005 from student records, surveys, observations, and stored computer records. Analysis of the data showed a statistically significant difference in the attendance rate, academic achievement, and discipline referrals of students who had been previously enrolled in the JCASP. Data revealed an improvement in student grade point average, attendance rate and discipline. However, no statistically significant differences were found in their self-concept or perceived opportunities for goal setting.