As the 21st century rapidly approaches, America will be directly confronted with the reality that its nationwide public education system has failed to adequately and accurately train its future generation of citizens. Socioeconomic status and race have been implicated as the two biggest factors related to dropping out. Current researchers have declared that there is an overall need for more comprehensive and improved data related to youth employment. This study evaluated the impact of a jobs program for at-risk high school students. Students (N=77) from three New York City high schools completed a questionnaire which assessed student demographics; the types of jobs held by students; their relationships with co-workers and supervisors; school and program support; and the impact of their jobs on students' perceptions of their skills, academic studies, and school attendance. The majority of the students were female; the students were primarily minorities, especially Hispanics; and students represented grades 9 through 12. The results suggest that male students are particularly at-risk, that some sex-role stereotyping of job-related courses may exist, and that high school students need more challenging jobs. Future research should continue to monitor sex differences as they relate to dropout behavior. Programs similar to this job program should be encouraged. Students earned needed funds, learned skills that would be an asset in the future, and learned how to interact successfully with co-workers and supervisors. References and 10 tables are appended. (Author/ABL)