This volume investigates the efficacy of various educational interventions designed to improve academic outcomes for students identified as being at risk of school failure. The authors, prominent researchers in the field of educational psychology and school reform, synthesize extensive data from longitudinal studies and classroom evaluations. They present a framework for evaluating program success based on measurable student achievement, instructional quality, and the capacity for school-wide implementation.

The text serves as a foundational reference for educational administrators and policy researchers interested in evidence-based school reform. Its clinical approach to program evaluation provides a structured methodology for assessing the viability of interventions in diverse school environments.