Student behavior is one of the top concerns for classroom teachers (Freiberg & Reyes, 2008). Student discipline has been a historic problem for teachers and schools alike. Students who misbehave tend to obstruct learning outcomes for students and negatively impact the efficacy and well-being of teachers (Tschannen-Moran & Woolfolk Hoy, 2001). As Curran (2016) points out, for many years, the handling of students who continuously misbehave or violate the student code of conduct has been out-of-school suspension (OSS) or expulsion. The implementation of zero-tolerance policies has caused students to be expelled for behaviors they would have been suspended for in the past (Johnson, 2013), and perhaps to be suspended for actions that might have previously been handled differently (Curran, 2016). However, the efficacy of these processes has been called into question, mainly because they result in students losing instructional time and falling behind their peers. Hwang (2018) found that students who receive multiple suspensions tend to have lower Math and English Language Arts achievement, even when the differences between students have been controlled. The rates at which students are suspended vary across subgroups. The suspension of Black students is more than three times than White students (Losen & Gillespie, 2012). Students from lower socioeconomic status (Petras et al., 2011) and those that receive special education (Losen et al., 2013; Morrison & D'Incau, 1997; Skiba et al., 1997) tend to be suspended 1.5 times more than their peers. Most notably, even though suspension rates have decreased, the treatment of these subgroups has stayed the same (Stevens et al., 2015). One approach being tried by some districts to minimize the negative impacts of suspension is alternative learning environments. For example, in Miami-Dade County Public Schools (M-DCPS), there are a total of 11 Student Success Centers that started operating in 2015. The Student Success Centers were created for students 11 years and older who habitually commit infractions of the Code of Student Conduct. The students referred are for behaviors that are considered Level III, which jeopardize the health and security of students, damage property, and produce grave interruptions to the learning atmosphere. Other reasons for students referred included more severe acts of Level III behavior that put the health and security of others at risk or harm property. Finally, another reason for referral to the Success Centers includes consistent infractions of Level II, which are behaviors that considerably inhibit instruction or the security of others. The centers have teachers, counselors, and support staff who ensure students complete their school assignments (Miami-Dade County Public Schools, 2023a). An examination of these existing centers is required to determine if they help reduce out-of-school suspensions (OSS), improve test scores, achievement levels, and increase graduation rates. The findings were that the Success Centers were related to a substantial decrease in OSS, had a minimal relationship with test scores, if any, and had no relationship with graduation rates. It is important to note that the differences observed in the reduction of OSS may result from pre-existing differences between M-DCPS and the synthetic control and/or how OSS data was recorded in the district. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]