Focusing on students'perspectives, this article examines whetheran urban dropout prevention program offers students effective alternatives to regular classes or if, instead, the program is simply a dumping groundfor unwanted students. Findings generatedfrom interviews and observations suggest both. Although the analysis of the students'perceptions indicate that the program helps students to remain in school and acquire credits, the program does little to help students create and apply practical knowledge in their everyday lives. Nor does the program help students to acquire the skills either for fitting into the dominant culture or for surviving as resisters of that culture. A discussion ofpolicy implications is provided along with suggestionsforfuture research.
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