Alternative education programs offer students at risk of academic failure a chance to find academic success in an environment that varies from the traditional school setting. This study used two established typologies of alternative schools and developed a matrix that categorized alternative schools based on the programs physical location, administration, staff, and reasons why students come to the program. The second part of this study was to look more closely into each type of program found and discuss the effective practices that were found to be evident in successful, established alternative programs.

Using the research in this study, a list of fifteen indicators were identified that were evident in successful alternative programs. Using these indicators a survey was developed and sent to alternative programs located in Nassau County Long Island. Using the results of this survey and other anecdotal information submitted by the program case studies were conducted on 7 specific programs. Each program was different in its typology.

Results of this study indicated that identifying alternative programs can be a difficult tank. Some programs were listed in some data sources but not others. Additionally, results of the case studies indicate that there are several indicators consistently found in many of the programs and others that are found in very few. Additionally, the study suggests that the typology of an alternative program does not necessarily represent the effectiveness of the program. This study concludes that every alternative program must individually look at its construct and work towards implementing effective practices found to provide positive results for their student population.