The contributors to this forward-looking book examine the various programmes and approaches which have been implemented in inner city schools in the United States to address the special needs of disadvantaged, non-English speaking, gifted and dropout students. The book suggests that the primary reason such programmes have been largely unsuccessful is that they have not been properly coordinated. Making a Difference for Students at Risk offers thoughtful, practical suggestions for new approaches aimed at not only reforming, but transforming, urban schools in order to achieve the inclusion of all students into general school programmes.