The case study of the establishment of the rural community-based Sault Ste. Marie Area Public Schools' Alternative High School, emphasizing basic academic skills, and with a high Native American minority student population (16 years or older), shows that alienated youths, when given the opportunity and support, tend to show significant growth in academics and in social rehabilitation. Chapter I discusses demograhics of the service area, local efforts to produce change, formation of the Neighborhood Education Center, selection of a program site, and selection and referral. Chapter II contains the evaluation of the Alternative High School Program (1974-75): description of program objectives and evaluation criteria; and selection of evaluation models for program evaluation, needs assessment, program planning, and formative and summative evaluation. Chapter III examines various program results, i.e., services provided, recognition and exposure, student enrollment and disposition data, performance objective data, and conclusions and recommendations. The last chapter looks at the Alternative High School as a vehicle for educational and social change: factors influencing replication (individualized instruction, reward systems); conducive physical and human factors (low student-adult ratio, caring teachers, affective education, strong administrator); student and parent involvement in decision-making; vocationally oriented components, etc. Appendices list agencies and individuals who contributed to the program and a list of topics covered by "survival" classes; and data on students, staff, program costs, and test results.