The Northeast Louisiana University (NLU) Dropout Intervention Strategy Program (1990-1991) was designed to train administrators and teachers in junior high schools to recognize, treat, and relate to at-risk students who have been identified as potential school dropouts. The 13 participating schools were identified as having potentially high dropout rates. Teachers and administrators who chose to be involved were instructed in the use of the Elementary School Pupil Adjustment Scale (ESPAS) and the Dropout Alert Scale (DAS) to identify students at-risk. A sample of 270 students for the experimental group and 58 students for the control group were randomly selected. In-service programs were provided for 124 teachers, administrators, and supervisors on counseling and teaching techniques to implement with the experimental group of at-risk students. Results indicate that in the experimental group, 78% were still in the same schools at the end of the school year. The average daily attendance and the mean grade point average were improved, although the grade point average still was considered low. Both teachers and students were involved in program evaluation and both groups indicated improved student adjustment and attitude toward school. The program was cost-effective and demonstrated that keeping at-risk students in school does not have to be expensive. Appendices include evaluation instruments for identifying potential school dropouts, characteristics of at-risk students, description of the programs implemented, and program and student evaluation forms. (LP)