Alternative education programs for disruptive and at-risk students in Pennsylvania were studied to determine the characteristics that make such programs successful. This report presents the results of the analysis and lists model programs and other operating programs in Pennsylvania. Suspension and expulsion are stopgap solutions that relieve the immediate problem by removing the disruptive student from the classroom, but they are no substitute for alternatives that enable these students to complete their educations. A survey completed by 259 assistant principals in Pennsylvania and a review of the alternative education programs submitted by school districts and private agencies resulted in the selection of model programs in five categories: (1) addressing needs of disruptive students; (2) involving other agencies in a collaborative effort; (3) providing academic skills and behavior management; (4) involving parents or guardians; and (5) offering transitions to regular classrooms. Descriptions of the 5 model programs and the 60 other programs submitted for consideration are used to form a directory of alternative education available in Pennsylvania. Study of these programs leads to the recommendation that both rehabilitation and the need for punitive measures must be addressed, and that the role of the assistant principal must be recognized. Assistant principals need more discipline alternatives and more supportive regulations, especially the flexibility to deal with special education students as needed. The State Department of Education must provide leadership to move alternative programs for disruptive students to the top of the educational priority list. An appendix contains the survey report and supporting documents for the study, including state law and regulations. (SLD)