This study evaluated the effectiveness of a variety of academic intervention programs designed to improve the success of "at risk" students at one university. Most programs were designed to either help students in a particular course (such as calculus or chemistry) or in a particular major. The performance benchmark used to assess program effectiveness was Spring 1997 semester grade point average in comparison with predicted grades based on a linear regression statistical model. Analysis indicated that the 13 academic intervention programs were generally effective in improving student performance as measured by the Spring semester GPA. Among four programs which appeared to be particularly effective were a program for forestry students and a program for students taking chemistry. Two programs, one for African-American students and one for at-risk biology majors, appeared to have a slight detrimental effect on spring grades. Further analysis suggested that the positive results for the effectiveness of the intervention programs seemed to be driven largely by the results for those students who participated in more than one program. (Contains 18 references.) (DB)