This four-part report provides both a theoretical framework and empirical data concerning effective programs for the marginal high school student. Part 1 addresses the problem of adolescent social development as a broad educational goal. Part 2 presents a set of six case studies describing special programs in Wisconsin designed for the marginal student: (1) Reuther Education At Large (Kenosha); (2) Lincoln Educational Alternative Program (Wisconsin Rapids); (3) Paper High School (Oconomowoc); (4) School Within a School (Janesville); (5) Alternative Learning Programs (McFarland); and (6) Academic Development Opportunity Program (Milwaukee). These programs were selected for study because they appeared to be effective in reducing dropout and truancy and had been praised by both educators and students. In part 3, an interpretation of the case study data is offered that derives a set of generalizable characteristics about effective programs: These characteristics are categorized in terms of administration/organization, teacher culture, student culture, and curriculum and instruction. Part 4 begins with an exploration of one of the most promising innovations found in effective programs--experiential education. Under the assumption that public schools are not likely to implement widely this type of curriculum for the marginal student, a public policy of limited vouchers is advocated to stimulate experiential education programs. (Authors/JD)