This document comprises part 2 of a two-part evaluation of the third-year implementation of the New York City Board of Education's 3-year high school Dropout Prevention Initiative (DPI). It consists of reports on 8 special substudies of the program in year 3 (part 1 describes the DPI and presents the evaluation findings and recommendations.) The following studies are reported: (1) "Early Identification of Dropouts" (K. E. Jewell) compares the early attendance patterns and grade performance of dropouts with those of their peers; (2) "A Qualitative Assessment of Student Experiences over Time, Especially During the Transition from Middle School to High School" (M. G. Reich, D. L. Stewart, and M. Westheimer) analyzes student outcomes over time; (3) "The Structuring of Conflict Events in an Urban High School" (M. Westheimer) examines how students interact with teachers and negotiate the existing social order; (4) "High School Reporting of Services to Students in 1987/88: The High School Log" (K. E. Jewell) uses service providers' records to compare the effectiveness of service-delivery models; (5) "The Relationship of Ego Identity and Racial Identity among Black Students" (D. Stewart) examines the connections between racial identity, ego identity, and academic achievement; (6) "Blocked Academic Programs in DPP" (J. Gerics) examines the different modes of operation of four academic programs in which student schedules were grouped together; (7) "The Dropout Prevention Initiative Jobs Program: Perceptions of At-Risk Students" (D. C. Willis and C. M. Springer) examines the impact of a work experience program; and (8) "Case Studies of the DPP Teams in Two High Schools" (S. Sullivan) compares implementation of the Dropout Prevention Program in the Hamilton and Howard schools located in two sharply contrasting neighborhoods. Statistical data on tables and graphs and lists of references are included with each report. (FMW)