A 3.5-year study of dropout prevention programs in New York City public schools shows that current programs have been effective in increasing professional and public awareness of the dropout problem and providing needed support to some students. However, the categorical approach of most programs is inadequate, providing special services to only a limited number of students under a rigid format for a limited time. It slights the needs both of the students reached, and the vastly larger population of students in the same and other schools who are truant, or at-risk of becoming so. Moreover, the approach does not address the problem of school environments that are personally alienating and academically ineffectual, and which counteract the effects of the special programs. The programs studied are funded by the New York State Attendance Improvement/Dropout Prevention Program (AIDP), and the New York City Dropout Prevention Program (DPP). Project staff made observation visits to 11 middle and 9 high schools, and conducted structured interviews with students, staff, and administrators on all levels between 1985 and 1987. A comparison of the strengths and weaknesses of the various programs resulted in the recommendation that funding and program policy incorporate a systemic approach, characterized by the involvement of school staff in solving negative schoolwide conditions. A list of references and six appendices containing descriptions of the AIDP and DPP programs and schools are included. (Author/FMW)