This paper examines current practice for youth at risk of not successfully making the transition to adulthood in six urban secondary schools. It describes the major elements of at-risk policies and programs and raises concerns about the strategies currently in place at the sites. The following strategies are discussed: (1) curriculum and instruction intervention; (2) social and support services; (3) staff development; (4) world-of-work experiences; (5) collaboration with other agencies; and (6) district leadership. This paper also questions whether the current "state of the art" thinking about youth at risk is enough to meet the challenge these students provide. The following areas of particular concern are discussed: (1) lack of information on outcomes, use of data, program evaluation, and student monitoring; and (2) lack of coordination of at-risk programs and strategies with links to school curricular and social support programs. Finally, this paper examines secondary school characteristics and their impact on at-risk youth, and suggests a framework for thinking about restructuring schools for academic success and achievement for all students. The following topics are discussed concerning this issue: (1) time; (2) curriculum; (3) pedagogy; (4) staffing; (5) location; (6) social organization of instruction; (7) social control; and (8) school-family interaction. A list of 18 references is included. (JS)