This study compares zoned high schools, special public magnet schools, and Catholic high schools to identify features that motivate low-income students. Ten days of observations, interviews, and reviews of student records were conducted at eight New York City schools. Of the eight, three were Catholic high schools, two were zoned high schools, and three were special public magnet schools. Less intensive observations were conducted at three schools in Washington (District of Columbia) and two additional schools in New York City. Important similarities were found between the Catholic schools and the special-purpose magnet schools. These schools are referred to as "focus" schools. Focus schools have higher graduation rates than zoned schools, and disadvantaged graduates of focus schools perform better on the Scholastic Aptitude Test (SAT) than disadvantaged graduates of zoned schools. The following key features of focus schools could be reproduced in public schools to the benefit of low-income students: (1) concentration on student outcomes before all other matters; (2) strong social contracts that communicate the responsibilities of administration, students, and teachers and establish the benefits that each group receives; (3) strong commitment to parenting and molding student attitudes and values; (4) centripetal curricula that draw all students, regardless of ability and preference, toward learning core skills and perspectives; (5) flexibility to change programs to meet emerging needs; (6) staff recruitment and orientation that protect and sustain staff's distinctive character; and (7) accountability to parents, students, neighborhood and parish groups, and financial supporters. Statistical data are presented in seven tables. A 66-item bibliography is appended. (FMW)