The study consisted of three components: a statewide survey of high school principals, a longitudinal component that tracked 1,800 at-risk high school students for 4 years, and case studies of eight high schools. The study focused on five specific policies that were part of a larger educational reform movement that began in Texas in 1983. The policies examined were increased graduation requirements, the exit-level competency test for graduation, restrictions on participation in extracurricular activities, the attendance policy limiting the number of absences allowed to receive course credit, and the driver's license law requiring proof of enrollment to obtain a driver's license. The mandated criteria for identifying at-risk students have resulted in large numbers of students being identified as at risk, yet many dropouts from the schools in this study were not identified or provided services before dropping out. The second concern is that the policies apparently have a differential impact on identified at-risk and other students, sometimes exacerbating existing differences with the introduction of new demands on the student population without appropriate support. The report offers recommendations for how specific reforms can better serve the needs of at-risk students. General recommendations are also outlined.