Recent data from the High School and Beyond study indicate that at-risk students who become dropouts share a number of characteristics. Students at risk typically come from low socioeconomic backgrounds that may include various forms of family stress or instability if the youth is consistently discouraged by the school because of academic inadequacies and failures, perceptions of lack of interest and caring, and views of the discipline as ineffective and unfair, alienation and dropping out are likely. Schools are unlikely to help at-risk students unless they can change fundamental school-student interactions. Previous research and subsequent developmental work with practitioners suggests the need for a model that focuses on four types of characteristics: administration and organization, teacher culture, student culture, and curriculum. The programs should be small, with 25 to 100 students and 2 to 6 teachers. Teachers should have a sense of joint decisionmaking and cooperation and should believe that at-risk students deserve a renewed opportunity to learn. The programs should also be voluntary, with students applying for admission. The curriculum should emphasize individualization, clear objectives, prompt feedback, concrete evidence of progress, and an active role for students. Experiential learning to improve social skills and attitudes are also important. 2 references.