Educators face increasing demands to raise student achievement, to improve classroom instruction, and to demonstrate accountability in an environment of high stakes testing. However, meeting these demands is challenging in the face of numerous risk factors that jeopardize the academic success of elementary and secondary students. To that end, the identification of risk factors is an important first step in addressing these demands. This study took a longitudinal approach to the analysis, comparing the incidence of at-risk students in Ohio between the 2000-2001 and 2010-2011 school years utilizing a research-based typology of risk factors to ensure consistency over time. The article begins with a brief literature review on the definition and identification of student risk factors. In the second section, research methods and data sources are described while the third presents results of the statistical analysis. The article closes with a summary of findings and conclusions. (Contains 9 tables and 26 endnotes.)