The sample included urban, suburban, and rural schools from different States that served black, Hispanic, white, and Native American youth. In addition to observations conducted over the course of a year, data were collected through interviews and dropout, attendance, achievement, and disciplinary records. Students completed pre- and post-test reading and writing instruments as well as surveys focusing on self-esteem, locus of control, and social bonding to school and teachers. The key finding was that effective schools provide at-risk students with a community of support in which school membership and educational engagement are central. Schools are successful in keeping at-risk students in school when they accept a proactive responsibility for educating these students; this is possible only when teachers have a strong sense of professional accountability toward their students. Recommendations outlined here concern the development of strong alternative schools and programs, systemic reform of policies and practices within existing comprehensive secondary schools, and the creation of community partnerships to address the broad range of needs of at-risk youths. 9 references