This report reviews the literature on high-risk students at the higher education level in terms of the following questions: are high-risk students and nontraditional students the same? what is the impact of high-risk students on institutions of higher education? are high-risk students treated differently in elementary and secondary schools? do instructional styles vary in classrooms depending on students' racial and socioeconomic status? and do teachers' negative attitudes adversely affect socioeconomic status? and do teachers' negative attitudes adversely affect students' self-esteem and performance? Among conclusions are the following: high risk students are minorities, the academically disadvantaged, the disabled, and those of low socio-economic status; high-risk students affect institutions in such ways as declining enrollments and increased average cost per student; discrimination based on class, race, and gender affect educational quality in the elementary secondary program; minority and poor children tend to be taught more by rote and less by questioning and teachers' negative attitudes may result in prejudgment or avoidance of culturally different students. High-risk students need to develop skills and competencies associated with success in college. School administrators, teachers, and counselors should facilitate persistence and program completion. Institutions of higher education must guarantee financial assistance for the duration of the student's degree program. Businesses and community-based organizations can form partnerships with educational institutions to reduce risk. Includes approximately 240 references. (DB)