This document tracks the 1983 implementation in 11 New York City schools of the Program to Raise Educational Performance (PREP), designed for ninth graders who do not meet high school entrance requirements. Under the program, students may enter high school, take credit courses, and also receive special support and theme-related remedial reading and math instruction. It was found that (1) poor communication among the Division of High Schools, the high schools, and the feeder schools regarding the program's goals, structure, pupil eligibility, and funding led to confusion on all counts; (2) problems with the new computerized high schools admissions process compounded the confusion; (3) funding was inadequate; (4) the program was not serving thousands of eligible students; (5) some schools lacked both the funding and the expertise to develop the required theme-centered hands-on experience; some vocational schools had trouble with assigned students who were not interested in their specialized curricula; (6) 5 of the 11 schools did not provide the required two-to-four periods of remedial education; (7) schools were not given adequate guidance or technical assistance to develop PREP programs and in some cases did not take the responsibility or initiative themselves; teachers were given no training in remedial or literacy instruction. In light of the evaluation findings, a number of recommendations for improving PREP are offered. (CMG)