Independent neighborhood schools are meeting the academic, social, and cultural needs of African American, Hispanic American, Latino American, Native American and Asian American children when viewed from a broad spectrum of criteria for individual and institutional success. Hundreds of these institutions provide full-time academic programs, usually in inner city areas. They are called "independent neighborhood schools" to distinguish them from more traditional private schools. These schools are a response to educational needs not being met by public school systems. This study attempts to fill the information gap about independent schools by focusing on a sample to show their environments and resources as pre-collegiate and pre-employment institutions. Of the 300 neighborhood schools identified, 82 schools (27%) responded to a survey. The 11,068 students in these schools in 1989 represented African American (89%), Hispanic (10%), and Native American (1%) ethnic groups. Neighborhood schools have generally adopted the prevailing curriculum content and textbooks, although most attempt to infuse relevant cultural values, and their students perform well by most measures. Alumni interviewed (n=50) tend to have positive attitudes and have continued their education or found employment. The book includes 15 bar graphs illustrating the findings and 29 tables of study data. Seventeen references are listed. (SLD)