Characteristics and practices of effective schools have been identified and it is important to determine whether these practices work with at-risk youth. Effective schools research may yield useful knowledge in educating at-risk youth or research could warn that the effective schools movement could threaten the education of at-risk youth if not accompanied by support for potential dropouts. Characteristics of effective schools include effective school leadership, the belief that carefully planned instruction will work and students will learn, close monitoring of student progress, and a clearly described and family implemented discipline code. Although students come to school with various socioeconomic factors associated with being at risk, the school's environment still affects the students. Successful schools have a positive impact on all students' achievement; less successful schools promote lower expectations and provide little support. Successful dropout prevention programs often separate dropouts from other students, relate work and education, and have low student-teacher ratios with counseling support. Many features of effective schools are consistent with successful programs for at-risk youth such as staff commitment, strong leadership, and fair discipline. Unlike effective schools, successful at-risk youth programs are small with a narrow curriculum focus. The knowledge of alternative programs for at-risk youth seems to support findings and recommendations of effective school researchers, with differences primarily concerning curriculum goals or purposes of education. (ABL)