In 1989-90 Phi Delta Kappa conducted a national survey in approximately 100 communities in North America which involved 100 schools at each of the elementary, junior high, and high school levels. The data collected from the teacher survey were analyzed at Indiana State University. Approximately 9,259 teachers (2,078 elementary, 2,822 junior high, and 4,359 senior high school) reported strategies they regularly used with at-risk students. The questionnaire also collected information necessary to develop a profile of the typical teacher, i.e., white, female, 41 years of age, and holding a bachelor's degree. The average length of teaching experience reported by teachers was 16 years, with 6.5 years at their current school. Teachers were asked to indicate which of the 30 teaching strategies listed on the questionnaire they used and to rank the effectiveness of each strategy. Analyses of the responses indicated that eight strategies received a 75% or higher use at the elementary level, while five strategies received this level of use in the junior and senior high schools. All three school levels reflected 92% or above use of two strategies--notify parents and confer with parents. The eight strategies that appeared in the top 10 in terms of effectiveness for all three levels--though not necessarily in the same order of importance--were individualized instruction, special teachers, more time on basic skills, smaller classes, emphasize thinking skills, special education, special study skills, and emphasize coping skills. The strategies reported as the least effective included computerized instruction, before school programs, extra homework, restriction from sports, grade retention, elimination of art and music, and saying "leave at age 16." Three tables display the results of the analysis for all 30 strategies at each level. (BBM)