This evaluation of the Detroit (Michigan) public schools was designed to restructure the ninth grade in ways that improve academic performance, develop positive attitudes toward learning, improve the school environment, reduce the dropout rate, and increase the graduation rate of students. Features of the program were instructional and direct noninstructional services, such as social work services, counseling and psychological services; tutoring by student assistants with teacher supervision; and parent participation in instructional and noninstructional activities. This report presents findings from the second year evaluation in Area C of the Detroit schools. One principal completed a survey and indicated the clear belief that the program boosted student achievement. Students who completed questionnaires (n=146) were highly satisfied with the program and thought it helped them academically and socially. Teachers (n=19 from 3 schools) generally thought (90 to 100%) that the program raised student achievement. Three ninth grade administrators who responded also generally thought that the program raised achievement. Teachers and administrators identified areas that improvements could be improved and made recommendations for its continuation. These included the fostering of a school-within-a-school environment, continuing block scheduling, continuing to create clusters of students, and continuing to sensitize teachers to the special needs of ninth graders. One of the chief findings is that the rate at which students discontinued their educations declined in 1996-97 as it had in 1995-96. Twelve appendixes provide information about students affected by the program, including information on dropouts and transfers. (Contains 60 tables and 56 references.) (SLD)