The study described in this book examined at close range the experiences of 12 elementary school students (enrolled in two schools) who were considered at-risk within the context of their specific classroom and school. The meaning of at-risk status to the teachers and other school personnel is determined, and the interaction between the context created around this meaning and the students who had been identified as at-risk is studied. The book is divided into eight chapters. Chapter 1 defines the meaning of "at-risk" and outlines the design of the study. Chapter 2 provides a brief description of the target students and how they were selected. Chapters 3 to 5 analyze the nested cases of schools and classrooms, and the relationship between home and school. Chapter 6 addresses the issues of the identification and treatment of learning-disabled students and the heightening of a "specialist" flavor in schools. Chapter 7 provides a summary of the theoretical understandings of the social construction of at-risk status as this construction operates within broader social constraints that create a set of enduring dilemmas for those involved in education. The chapter also responds to the question, "Who is an at-risk student?" Chapter 8 provides a summary, and proposes a set of principles to be considered in reforming elementary schools to meet the needs of at-risk students. Eight tables and figures illustrate some of the data. Appendices provide the interview guidelines, and present at-risk student case studies. An 11-page list of references and an index are included. (BJV)