If schools improved the academic performance of at-risk students beginning in the early years and continuing through the elementary grades, this improvement would have multiple positive effects on student dropout, delinquency, pregnancy, substance abuse, and other behaviors. Early improvement of poor academic performance could greatly alleviate multiple aspects of the overall problem. This report suggests the following three steps to improve the academic performance of at-risk students from the early grades on: (1) identify early grades programs that have been rigorously evaluated and proved effective; (2) implement these programs as faithfully as possible in preschool, kindergarten, and each elementary grade level; and (3) extensively evaluate effective programs in widespread practice. Summarizing four reviews of research, the report identifies and describes specific examples in the following categories: (1) effective preschool programs; (2) effective kindergarten programs; (3) effective elementary school programs; (4) effective in-class elementary programs, including continuous progress, individualized instruction, and cooperative learning programs; and (5) effective pull-out programs for at-risk students, including tutoring, diagnostic-prescriptive, and computer-assisted instruction programs. The reviews' findings indicate that instructional programs are available now for school districts to launch long-term initiatives to improve the academic performance of most at-risk students. The report includes four references. (AF)