Each of the 1989 dropout prevention programs funded under the New York City Attendance Improvement Dropout Prevention (AIDP) Demonstration and Replication Program was successful in meeting some of its objectives, and all of the programs were viewed as valuable by principals and teachers. The program encourages the design and implementation of collaborative projects that address specific problems that prevent students from completing high school. The evaluation of the following projects is described: (1) Project SMART, a conflict mediation program involving a collaboration between the Victim Services Agency (VSA) and four high schools; (2) Enhancing Basic Reading Skills, an after-school reading and guidance program that used a consultant to design a specialized reading program; (3) Cultural Diversity at Prospect Heights: Strategies for Meeting Staff, Student, Parent, and School Needs, a three-pronged program comprising English instruction, student leadership training, and peer truancy prevention involving collaborations between the school and Brooklyn College, New York University, and the Crown Heights Collective; and (4) English-as-a-Second-Language (ESL) Instruction for Parents, a dual program offering language instruction for parents of Hispanic students enrolled in an AIDP reading program and offering workshops and field trips to students whose parents participated; this program did not involve collaboration with an outside agency. The following problems were encountered by more than one program: (1) stimulating parent participation; (2) late start-up due to delays; (3) availability of funds; and (4) poor design of evaluation objectives. Statistical data are presented in four tables. (FMW)