I'd love to do something like this for girls

Timmy turned 15 just a week ago. He used to have a Mohawk, but his head is shaved clean now. In his long yellow T-shirt, on slender legs, and with arms flailing in unrestrained boyish glee, he runs and leaps joyfully between the rows of squash and tomatoes. He calls out to two visitors, comes smiling up to them, welcomes them, and greets them by their first names. He shakes their hands. His grip lasts several moments longer than one might expect. Timmy's enthusiastic chatter begins at once.
"I'm working over at the greenhouse with my teacher Sam," he says. "We've got new lettuce seedling to transplant today! Hal is planting some now. He's over there. See him? With his teacher Ashley! Come on! See what I'm doing! This will be the last planting for the fall crop. The cool weather is best for late lettuce, you know. And today is payday, too!" Timmy wipes a cascade of sweat from his forehead and face with his shirttail.

I'm convinced that everyone, particularly children, intrinsically need meaningful work, to feel respected by and respect others, a sense of community, and something for which to assume responsibility.

I think it is wonderful that the Kindle Farm School is creating this for at-risk boys. I'm familiar with Oak Meadow, the Waldorf-inspired curricula used be myriad homeschoolers and a handful of private schools, that Kindle Farm uses. I used to teach in a Waldorf school, where I learned to appreciate the value of memorizing good poetry, mastering a musical instrument, knitting, and art in early education. Because it tends to produce aware, self directed learners, I thought that it would be ideal to use as an educational intervention, and figured no one would do it because of the educational intelligentsia being what it is, and the cost (in Vermont, $22,000 per child, courtesy of the public schools).

We place a high value on helping our students to realize and express their own intelligence independently.
At Oak Meadow, we believe that excellence involves more than just academics. For students to realize their full potential, intellectual development must be balanced with self-awareness, critical thinking, social responsibility, and physical activity. The Oak Meadow curriculum encourages integrative thinking, participation in community activities, and exploration of the natural world.
Students have ample opportunities to express their creative faculties through essays, projects, and community service.

Back to Kindle Farm:

Under special-education law, these students are to be placed in "the least restrictive environment" for a chance to get their education when all else in regular public school has failed. For many of these students, this school is their last chance before residential treatment - or jail.

I have worked with pregnant and parenting teens, and one hundred percent of them are "at-risk" in one way or another. The majority didn't have their father, or any adult male married to their mother, in their homes. Many were left to fend for themselves after school, and aside from chores, given no real interaction with caring adults, found their way into trouble. Often, "trouble" included physical involvement with a wayward crowd, substance use as a substitute for the community, respect, and guidance that were missing in their lives. Their lives devoid of hope, direction, and meaning, they became sexually active. I would see the many programs that didn't work and thought, there must be something more. I'm not a therapist but this seemed obvious:

"So many kids come to us with anger issues," said Ashley O'Neal, a horticulturist. She interrupted herself to give clear and sequential directions to two boys who where harvesting celery. "We'll work together on this row first. Carefully remove the big stalks that crowd the new ones, which need light and space. Put the big ones-the ones we are selling-here on this burlap. Push the soil back in around the smaller ones. They still have some growth in them. Like this. Okay?"
Anger-management skills are absolutely required here," said Bob Bursky, the burly, animated, and energized director. "Those directions Ashley just gave help prevent confusion. She didn't just say, 'Thin the celery.' She taught a sequence those boys can follow. If a kid's confused, you have frustration. Then stress. Stress unrelieved brings the explosion. And a kid will predictably throw something, howl profanities, or, at worst, hurt someone else or himself. And that's how most of them got into trouble. It's our mission to catch it early on, before it escalates."
"Here they can learn to process anger before they explode," Ashley continued. "and we have to teach them how - for those times when there's no one around to help. On a job, unprocessed anger means disaster. And these kids are all going to have jobs someday."

The article didn't go on to give data on what became of Kindle Farm School students, but this makes complete sense.

During the mid-90's, Bob Bursky was a special-education teacher at the Brattleboro Retreat in an in-patient setting for youngsters with behavioral or addiction problems. While there, Bob envisioned another kind of program, recalled from his days at the Neve Ur Kibbutz on the Jordan River in Israel. There, in his early twenties (in fact a self described "troubled kid"), Bob found meaning in the rigorous farm work, close mentoring, and strong community ties of kibbutzim life. He foresaw a place for at-risk youth where the student-teacher ration would be such that teachers could work closely as personal mentors with needy students.

It has all the elements to give an at-risk child to succeed.