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Abstract

The purpose of the program evaluation was to evaluate two alternative programs in a North Carolina (NC) and South Carolina (SC) public school district to determine if they are effective in delivering constructive interventions that modify student behavior once students have left the programs and have returned to their regular learning environments. This mixed-method evaluation consisted of an experimental-comparison design approach that included interviews with program participants, focus groups, and comparison of the number of out-of-school suspensions that participants received after completing the alternative school programs in both school districts.

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