Using secondary analysis, the author examined outcomes of academics, attendance, and discipline problems for 999 students placed in disciplinary alternative education programs (DAEPs) during the 2005-06 academic school year utilizing the Boys Town Educational Model as the intervention. Surprisingly, academic averages decreased, average attendance rates in every group declined by 1 percent, and discipline incidents increased after placement in a DAEP, which indicated that the program was ineffective. These results support the need for innovative and continued research on DAEPs, specifically in the area of student outcomes.