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Barr and Parrett have written a practical text on effective programs for teaching students at risk. The research and practice on at-risk youth is synthesized and described without extensive discussion on the theoretical foundations of the programs that work or the origin and definitions of the at-risk metaphor (cf. At-Risk Students and Thinking, ed. by B.Z. Presseisen, 1988). The authors identify the concerns regarding at-risk youth, define who is at risk, suggest why reform efforts and schools have failed students at risk, and offer readers a palate of effective programs that work in early childhood and in elementary, middle, and high school. A significant strength of the text is its comprehensive list of resources, including organizations, directories, sources of funding, and a bibliography organized by topic (e.g., research on critical issues such as poverty, school-wide approaches, and interventions; school-to-work transition; and classroom strategies such as discipline and behavior management). The text concludes with a bibliography of works cited and an appendix of school self-evaluation checklists for serving at-risk youth. A comparable work is Students at Risk, by M.L. Manning and M.G. Baruth (1995). Upper-division undergraduates. D. L. Norland Luther College