This study investigated the effect of curriculum modifications in the English 3 (11th grade) program on at-risk students. A literature review revealed that programs including curriculum modifications have been implemented by various school systems to help reduce dropout problems and/or to assist students who are at risk of failing. This study used historical data. Non-random data were collected through high school transcripts of both the control group (an English 3 class receiving no curriculum modifications) and the experimental group (an English 3 class receiving modifications). Working from class rosters, researcher examined students' records and recorded data (all identifiers were removed from the researcher's copy of the records). Items recorded included gender, ethnicity, socioeconomic status, attendance, age, IQ, first semester grade, second semester grade, and group (experimental or control). A multiple regression analysis determined the correlation between second semester and first semester grades, in addition to the other items recorded. Results revealed a significant difference in grades of at-risk students receiving curriculum modifications and students who did not receive curriculum modifications. Gender, ethnicity, socioeconomic status, attendance, age, IQ, and first semester scores did not significantly impact scores. (Contains 39 references.) (SM)