Increasingly, teachers face the perpetual problem of student misbehavior, which undermines student achievement and quality education. Teachers rely on effective classroom management strategies and school discipline policies to curb student disruptions. Traditionally, disciplinary responses involved suspension, which can negatively impact students. The shift toward alternative discipline is growing among educational leaders who seek to reduce student misbehavior and improve academic achievement. This quantitative study examined an alternative discipline program, SECOND Chance, in five Title I elementary schools using a causal-comparative design. This quantitative, causal-comparative study posed two research questions: RQ[subscript 1]: Is there a statistically significant difference in the mean number of reported disciplinary incidents of students who received a traditional intervention compared to those who participated in the SECOND Chance program? RQ[subscript 2]: Is there a statistically significant difference in the proportion of students who progressed to the next grade level who received a traditional intervention compared to those who participated in the SECOND Chance program? Secondary data in an educational database analyzed the sample size (n=100) of an established and homogeneous comparison group using an independent samples t-test to examine student misbehavior and Fisher's Exact Test of Independence to examine academic achievement. The results can provide educational leaders with an alternative approach to traditional interventions to reduce student misbehavior and the overuse of suspension and improve academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]