The social environment of today has necessitated revision in educators' beliefs about what students are considered to be at risk of failing to complete their education with adequate levels of skills. This book addresses this issue in the areas of mathematics and science and is intended as a curriculum and teacher training accompaniment that can enhance mathematics and science proficiency among at-risk youth. The introduction defines at-risk students and identifies six common denominators of the educationally at risk. Six chapters, contributed by different educators, discuss different aspects of the issue. Chapter 1 presents data covering a period of approximately 7 years concerning mathematics and science proficiency of at-risk students. Chapter 2 discusses the activities of the Institute for the Advancement of Mathematics and Science in the preparation of teachers. Chapter 3 examines the teaching of mathematics through context. Chapter 4 explores other strategies and programs achieving positive results in working with at-risk students, such as the Science Skills Center and Computer Assisted Learning, both in Brooklyn, New York. Chapter 5 explores ways of raising students' self-confidence and self-esteem through creative mathematics and science teaching. Chapter 6 discusses the mathematical competencies expected of the at-risk learner as delineated by the National Council of Teachers of Mathematics in the "Curriculum and Evaluation Standards for School Mathematics." Recommendations for educational policymakers and classroom teachers with respect to assessment issues are given. Information about the authors is provided: Randolf Tobias, chapters 1, 4, and 5; Madeline Long and Lynne Conrad, chapter 2; Everard Barrett, chapter 3; and Eleanor Armour-Thomas, chapter 6. References are included with chapters. (MDH)