This report summarizes research on the impacts of alternative early intervention programs to prevent school failure. Also considered are the magnitude of estimates of program effects and policy implications of using the programs. The nine principal types of early schooling programs reviewed are those involving: (1) substantial reductions in class size; (2) provision of instructional aides in the early grades; (3) preschool for 4-year-olds; (4) extended-day kindergarten; (5) retention in kindergarten and first grade; (6) provision of transitional first grade, developmental kindergarten, and other extra-year programs for immature or at-risk children; and (7) one-to-one tutoring; and (8) IBM's Writing to Read Program; and (9) Success for All program. The review concludes that among the nine strategies, the most effective by far for preventing early school failure are those that involve one-to-one tutoring in reading for first graders, especially in structured models that use well-trained certified teachers as tutors. Such programs not only have the greatest immediate effects on reading achievement, but they are also the only programs known to have lasting effects, at least through the third grade. Appended are 62 references. (Author/GLR)