This report evaluates the use of instructional models in eight New York City high school remediation programs funded in 1988/89 by Chapter 1 of the Education Consolidation and Improvement Act and the Pupils with Compensatory Educational Needs (PCEN) program. It found that teaching strategies within each of the models were surprisingly similar. The following models were examined: (1) Model A, providing a supplementary reading/writing lab class for up to 20 Chapter 1 or PCEN students in conjunction with a course on the same subject; (2) Model B, infusing remediation into the regular curriculum of PCEN students; and (3) Model D, providing remediation for up to 17 Chapter 1 students with one teacher, or up to 34 students with a two-teacher team approach. Teachers of Math Skills and English Instructional Services (EIS) both used testing to identify areas of need, supplementary materials, preparation drills for the Regents Competency Tests (RCT), and computers for skill building. Most English-as-a-Second-Language (ESL) teachers used small-group learning, peer tutoring, and homework helpers to teach a mixture of students who all needed help in English but only some of whom needed remediation in basic skills. Teachers perceived that the programs were effective by giving students attention that they could not receive in the regular classroom. Teaching strategies within models were similar: 68 percent of the sample classes, based on Models B or D, infused remediation into the regular curriculum. (FMW)