This interim report evaluates the implementation of the "House Plan," a plan to create small personalized schools within the 110 large comprehensive high schools in New York (New York) by subdividing all ninth grades into separate units. This evaluation covers only the 37 "dropout prevention" high schools which had been previously identified as most in need of school-wide reform. Telephone surveys were used to determine the characteristics of the schools' plans. Five schools, whose plans seemed most promising, were selected for close observation. Brief overviews of each of the five plans are included. Key criticisms included the following: (1) planning was neither well-supported nor coordinated with other school improvement initiatives; (2) few schools allowed for student interest, student choice, or heterogeneous grouping; (3) traditional class schedules were maintained; (4) staffing was inadequate; (5) there was little administrative adaptation or support; (6) provision of extracurricular activities was uneven; (7) space was inadequate; and (8) no funding was provided. Recommendations for improvement are included. A table illustrating the characteristics of the House Plan in the five selected high schools and a table illustrating the plan's key organizational features are included. The appendices comprise a list of the "dropout prevention" high schools 1987-88, and a description of the affective and organizational characteristics of the ideal "House." A list of 12 references is appended. (FMW)