Hispanic students have higher dropout rates and lower academic achievement than Anglo students. While schools have begun to address the issue of underachievement, some community groups have implemented enrichment programs that focus on the affective domain--self-esteem, family values, and cultural pride. This digest describes and synthesizes the successful strategies of several community programs in Texas and southern California: Valued Youth Partnership Program (San Antonio), Youth Community Service program (Los Angeles), Project ONDA (Opportunities for Networking and Developing Aspirations) (Dallas), Pasadera (Stepping Stone) Program (San Antonio), National Hispanic Institute programs (Austin), Del Mar College's Prefreshman Engineering Program (Corpus Christi), the University of Texas at El Paso's Mother-Daughter Program, and ADVANCE (San Antonio). These programs involve peer tutoring, adult mentors, training in leadership and communication skills, support groups, health promotion, child abuse prevention, and college experiences for high school students. These programs share many key features. In particular, they: (1) actively recruit students; (2) serve a small group of students; (3) direct personal attention at students; (4) focus on enrichment, not deficits; (5) target the affective domain; (6) validate the language and culture of students' homes; (7) provide support and role models using local resources; (8) facilitate other support needed to ensure attendance; and (9) celebrate students' accomplishments publicly. This digest contains 10 references. (SV)