Behavior-focused alternative schools serve students who are identified by school personnel as exhibiting behavior difficulties, often coupled with low academic achievement. Students can be referred to behavior-focused alternative schools as an alternative to expulsion. In this study, we examined the demographic characteristics of students who attended behavior-focused alternative middle schools, as well as the effectiveness of these schools on two outcomes: (a) standardized state reading assessment scores and (b) number of suspensions received. Using a retrospective cohort design study, we investigated whether students attending behavior-focused alternative middle schools experienced significantly different reading and suspension outcomes compared with a matched sample of students attending traditional middle schools. The majority of students in behavior-focused alternative middle schools were male, Black, and receiving special education services. Results showed that students attending behavior-focused alternative middle schools performed significantly lower on standardized assessments of reading in the eighth grade. No significant differences were noted for the number of suspensions experienced.

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以行为为中心的替代中学对残障学生的有效性

以行为为中心的替代学校服务的学生被学校人员确定为表现出行为困难，通常表现为学习成绩差。可以将学生转为以行为为中心的替代学校，作为驱逐的替代方法。在这项研究中，我们研究了就读以行为为导向的替代中学的学生的人口统计学特征，以及这些学校在两个结果上的有效性：（a）标准化的州阅读评估分数和（b）收到的停学次数。通过一项回顾性队列设计研究，我们调查了就读以行为为导向的替代中学的学生与相较于传统中学的学生样本是否有明显不同的阅读和停课结果。在注重行为的替代中学中，大多数学生是男性，黑人，并接受特殊教育服务。结果表明，就读以行为为导向的替代中学的学生在八年级的阅读标准化评估中的成绩明显较低。对于所经历的悬架数量没有显着差异。