In this report, four secondary schools with programs varying from innovative to traditional are studied to evaluate the impact of innovation on the learning experience of students. Questionnaires were administered to students and staff, and interviews were conducted with smaller groups. Teacher marks were employed to evaluate student achievement. In addition, interviews were conducted with a random sample of dropouts to determine their perceptions of the climate in their respective schools before they left and their reasons for leaving these schools. To better profile the implication of the four different types of school organization, each school has been reported on separately, and the major subgroupings within each school of students, teachers, guidance personnel, and administrators form the basis for chapter organization. (Author/MLF)