This document analyzes six school-reform models for at-risk youth. Part 1 examines three curriculum-based reform programs that explicitly target curriculum and instruction: Reading Recovery; Success for All; and the Academy model. These programs focus on changes in student achievement and work within the structure of existing schools. Part 2 describes programs that attempt to reorganize the traditional school structure. The Accelerated Schools Model, Comer schools, and school-based management projects are examples of governance-based reforms. Individual chapters describe program adoption, design, implementation, and results. Data were derived from: (1) site observations of and interviews conducted at both the original and a replication site for each model; and (2) document analysis. Findings indicate that successful reform requires time and money; almost all programs confer increased decision making on teachers; and programs that are broader in scope require implementation based on context. Curriculum-based reform demonstrates more predictable and immediate impacts on student learning and depends on individual teachers' skills and proficient management. Governance-based reforms have goals that are long-range and constantly changing and rely on sustained leadership and teacher commitment. Finally, regardless of the type of reform selected, greater professional opportunities for teachers may increase the chances of long-term institutional growth. (LMI)