This document comprises reviews of recent studies on the influence of classroom environment; curriculum tracking; child, parent and teacher beliefs; and middle school environment on the achievement of high risk students. Chapter 1, "Competitive, Cooperative, and Individualistic Structures of Classroom Learning," reports on the negative effect of interpersonal competition in learning environments and cites movement towards cooperative learning strategies. Chapter 2, "Determinants and Outcomes of Curriculum Tracking in Public and Private Schools," reports on how tracking favors advantaged and white students but locks lower track students into an unchallenging curriculum that limits later academic pursuits and produces deleterious psychological effects such as decreased satisfaction with school, lower self-esteem, and lower educational aspirations. Chapter 3, "The Role of Child, Parent, and Teacher Beliefs in Motivational Factors in Children's Learning," reports that children whose families and teachers strongly value effort and personal responsibility are more apt to develop the discipline needed to persevere in the face of educational difficulties, while students whose peers disparage academic achievement have more obstacles to overcome in the effort to succeed in school. Chapter 4, "Middle School Education as the Critical Link in Dropout Prevention," cites studies demonstrating the importance of a nurturing, supportive middle school environment to dropout prevention. Each chapter is accompanied by a list of references. (FMW)