An alternative high school program was evaluated. In 1990 the Program for Alternative Comprehensive Education (PACE) enrolled 40 students in grades 9 through 12 from 20 school districts in Nassau County (New York). Students had been assessed as being at risk for dropping out. The curriculum emphasized self-paced learning in an individualized, non-competitive, supportive, and structured setting. The evaluation focused on former and current students and their parents, school districts, and program staff. Affective outcomes, cognitive outcomes, and student outcomes were investigated along with the assessment of program components. Numbers of respondents in the groups surveyed and respective response rates were: (1) 13 PACE staff (87%); (2) 24 parents (16 mothers and 8 fathers) of current students (69%); (3) 19 administrators of 29 referring districts (66%); (4) 17 current students (49%); (5) 7 administrators from 15 non-referring districts (47%); (6) 16 parents of former students (21%); and (7) 13 former students (17%). Participation in the PACE program was associated with improvement in student interest in school, academic achievement, relationships with teachers and administrators, attendance, behavior, and social relationships. Twenty-three tables contain information about participants. Six appendices provide supplemental information, including the questionnaire used at the time of student intake and seven supplemental tables. (SLD)