Two groups of high risk students that deserve more attention from school reformists are: (1) disconnected youth who are alienated from basic American values, economic opportunities, and educational opportunities; and (2) semi-skilled students who are able to succeed in the basic programs assigned to them, but who cannot read, write, or solve problems with proficiency. Some of the young people who fall into these categories have hidden abilities, but often these abilities are used for illegal or marginal activities. Many of these students are not officially labeled as high risk by educational institutions. Schools can provide better support services and education to them by serving these youth in multiple ways. These include the following interventions: (1) providing more meaningful curriculum that focuses on higher order skills; (2) using instructional strategies that involve linking what the student already knows to what is to be learned; (3) devising tests that stress the use of higher order thinking; (4) integrating low-achieving students into the mainstream of the school; (5) using Chapter 1 resources for students who need them without regard to status and economic indicators; (6) providing more support services in the areas of physical and mental health; and (7) providing more meaningful school experiences so that students will be less inclined to drop out. Profiles of successful programs are presented. A list of 83 references is included. (VM)