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| Preface and Acknowledgments | |
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| The Crisis of At-Risk Children and Youth | |
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| Why Be Concerned about At-Risk Youth? | |
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| Growing Diversity | |
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| Shifting Demographics | |
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| Demands of the Changing Marketplace | |
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| An Apartheid of Ignorance | |
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| Who Are the At Risk and Why? | |
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| The Conditions of At-Risk Youth | |
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| Determining the Causes | |
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| Risk Factors | |
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| Risky Behaviors | |
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| The Power of Prediction | |
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| Additional Issues to Consider | |
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| Why Have the Needs of At-Risk Youth Not Been Addressed? | |
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| Violent and Violence-Prone Students: A National Crisis Escalates | |
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| Violence: A Way of Life in the United States? | |
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| Causes of Youth Violence | |
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| Profiles of Violent, Violence-Prone, and Nonviolent Youth | |
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| Warning Signs: Child and Youth Behavior | |
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| Identifying Young Bullies | |
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| Legal/Ethical Issues: A Word of Caution | |
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| How Schools Fail At-Risk Youth | |
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| A Mythology of Ineffective Practices | |
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| Inequaity in School Funding | |
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| Programs That Isolate and Stigmatize At-Risk Children and Youth | |
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| Frequent Mistakes in the Development of Programs for At-Risk Youth | |
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| What We Know about Effective Programs | |
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| Research on Teaching, Learning, and Effective Schools: What We Know | |
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| Research on Schools Where At-Risk and Violent Youth Are Learning Effectively | |
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| Compelling Conclusions | |
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| Essential Components of Effective Programs | |
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| Programs That Work: Early Childhood and Elementary Schools | |
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| Family Planning and Health Services | |
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| Developing the Brain in Infants and Young Children | |
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| Parent Education | |
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| The Critical Importance of Early Childhood Care and Preschool Education | |
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| Kindergarten | |
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| Elementary School Programs for At-Risk Youth | |
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| Schoolwide Elementary Programs | |
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| Schoolwide Efforts Showing Promise | |
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| Elementary Alternative Schools | |
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| Charter Elementary Schools | |
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| Effective Elementary-School Practices for At-Risk Youth | |
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| Effective Responses to Violent and Violence-Pronce Children | |
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| Technology and Learning | |
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| Creating an Effective Model for Elementary-School Programs | |
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| Programs That Work: Middle Schools/Junior High Schools | |
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| Developmental Needs | |
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| Schoolwide Reform Efforts | |
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| Classroom Instruction Models | |
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| Exemplary Middle Schools | |
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| Promising Middle-School Developments | |
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| Middle Level Alternative, Magnet, and Charter Schools | |
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| Characteristics of Effective Middle Schools | |
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| Dramatic New Alternatives to Middle-Level Education: K-12 Schools | |
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| Creating an Effective Model for Middle-School Programs | |
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| Programs That Work: High Schools | |
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| High School Programs with Evidence of Improving Student Achievement | |
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| Alternative Public Schools | |
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| Magnet Schools | |
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| Supplemental Programs: Youth at Risk | |
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| Programs Showing Promise of Improving Student Performance | |
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| Effective Programs for Addressing the Violent, Violence-Prone, and Bullying Student | |
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| The Comprehensive High School: A Need for Dramatic Transformation | |
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| An Emerging Reform Agenda | |
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| Restructuring Public Education for At-Risk Youth: Three Approaches That Work | |
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| From School Improvement to Student Achievement | |
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| The State Accountability Approach | |
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| Restructuring Existing Schools | |
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| Reforming Public Education through School Choice | |
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| Guaranteeing Success: The Blueprint Completed | |
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| Creating the Will to Educate All Students | |
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| A Decade of Change | |
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| Imperatives for the Future of Public Education | |
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| From Hope at Last to Hope Fulfilled | |
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| Works Cited | |
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| Where to Find Help | |
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| School Self-Evaluation Checklists for Serving Students at Risk | |
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| Index | |