These symposium papers describe the Fresh Start Minischool, a high school dropout prevention program in Washington, DC. The first paper, by Marcia McBeath, describes the program participants and the quantitative results of a 3-year study of the program. Data are presented on selection procedures, yearly group compositions, measures of self-esteem, and academic achievement. The second paper, by Roosevelt Hairston, focuses on the four elements of the counseling component of the program: academic tutoring, home visitation, extracurricular activity scheduling, and individual counseling. The theoretical and practical aspects of each element are discussed. The third and final paper, by Patricia C. Harrison, presents the academic component of the program, which was based on a continuous progress, no fail system. Time format, competency measures, grades, reporting system, unit of credit, instructional format, and student maintained progress records are discussed. The effects of the academic program on students' self-esteem and progress are discussed, as well as the benefits of interdisciplinary instruction and the use of teacher volunteers. The paper concludes with a discussion of the types of tangible reinforcement used in the program and their effectiveness. (BL)