This report compares dropout prevention programs in six cities. Questionnaires were completed by program coordinators, staff members, and students in order to determine what might make such a program succeed. The report includes a review of the literature, a description of methods employed in research, and summaries of survey responses in narrative and tabular form. The findings are discussed in the last section. The author concludes that a truly effective attendance and dropout prevention program would begin in the elementary school years, when patterns of attendance are formed. A bibliography is included, followed by copies of the questionnaires used. (DM)