This report describes an exploratory evaluative assessment of the first year of 2 alternative public schools for 117 chronically disruptive, committed, and/or non-attending students (grades 6-12) in Georgia. The CrossRoads program is intended to provide students with the social services, individualized instruction, and/or transitions to other programs that these students need and to make public schools more secure by removing chronically disruptive students from the regular classroom. Qualitative case study methods were used in both data collection and analysis. The observational data for each school are presented individually and then discussed together in terms of characteristics of successful programs; role perceptions of participants; factors to which participants attribute program effectiveness; and identifiable outcomes such as improved attendance, return of 64 percent of high school students to their home schools, and academic gains. Recommendations focus on the importance of a team approach to teaching and learning, the importance of community involvement, and the value of a prevention rather than punishment paradigm. (Author/DB)