The differential treatment of youth of color in schools perpetuates disparities in academic outcomes. Alternative education programs may represent a constructive approach to preventing or mitigating these disparities. This study examines the outcomes of an urban alternative education program in the United States. Secondary analysis of demographic, psychosocial, and academic data from all program participants (N = 232) during a 3-year study period was conducted. Descriptive statistics summarize demographic characteristics, and bivariate analyses examine the strength of association and interrelationships among individual variables, program retention, and educational attainment. Results show grade-level advancement, employability, and, therefore, decreased risk for justice involvement, regardless of students’ histories of lower academic performance, unemployment, behavioral health conditions, and justice system or child protective services contact. This evaluation offers a framework for replication and recommendations for future research examining alternative education programs.

学校对有色人种青年的差别待遇使学术成果的差异长期存在。另类教育计划可能代表一种防止或减轻这些差异的建设性方法。本研究考察了美国城市替代教育计划的结果。对所有项目参与者的人口统计、社会心理和学术数据进行二次分析 ( N= 232) 在 3 年的研究期间进行。描述性统计总结了人口统计学特征，双变量分析检查了个体变量、课程保留率和教育程度之间的关联和相互关系的强度。结果显示年级水平的进步、就业能力，因此，无论学生的学习成绩、失业、行为健康状况、司法系统或儿童保护服务接触情况如何，都降低了参与司法的风险。该评估为未来研究替代教育计划的复制和建议提供了框架。