Support for primary-age, at-risk children is examined in the context of renewed national interest in intervention programs for this population. This report describes alternative approaches to identifying characteristics of at-risk students and then presents a summary of states' definitions of "handicapped" or "disadvantaged." It cites four elements of effective strategies for meeting the needs of at-risk students: (1) collaboration and coordination; (2) staff and parental involvement in program planning and implementation; (3) emphasis on prevention and early intervention; and (4) opportunities for nontraditional education experiences. A brief review of research concludes that effective programs balance instructional approaches with adaptations for students' individual needs. Program options and types of current programs are described. Tables list types of intervention strategies used by programs for K-3 at-risk students in the following categories: curriculum and instruction, extended school services, parent involvement, staff development, staff additions, and services. Various state approaches to funding are then summarized. These include competitive discretionary grants, unit allocations, categorical grants, indexes of need, and equalized per pupil allocations. A discussion of incentives and disincentives of need-based funding alternatives is followed by an examination of program evaluation criteria. Major policy issues are also considered. Contains 60 references. (LB)