This report presents findings of a two-part evaluation study of the 1984-85 High School Intervention Center Program operational for 11 Detroit, Michigan, schools. Evaluation of program impact on students' attendance and scholarship and a process evaluation of program strengths and weaknesses were conducted by data comparison and by participant questionnaires and interviews. The programs, established for students performing below grade level in English and mathematics and exhibiting truancy, targeted 9th and 10th graders for improvement in basic skills. Students enrolled for one semester in language arts, mathematics, and group guidance courses conducted at 11 centers. The focus was on student needs in small group settings and developing self-awareness and problem-solving skills. Major findings, listed in tables, are as follows: (1) Students' school attendance (36 percent absence rate) showed no improvement after program participation; (2) attendance at centers was higher than at school; (3) attendance of 111 students (45 percent) improved, but that of 136 students (55 percent) did not improve; (4) the program had little influence on academic achievement; and (5) students praised staff for efforts to improve attendance. Excerpts of responses to interview questions are provided in the report's process evaluation findings. Recommendations include students taking classes in their regular grade, improved screening and placement of students and program teachers, program extension to two semesters, and developing an attendance policy. (CJH)