Papers on defining dropouts examine the efforts of large urban school districts to define dropouts and note that these efforts failed to produce a single definition of dropouts. Additional papers examine the impacts of definitions on the measured rates, the differences in longitudinal and cross-sectional studies, and the need for accurate coding at the school level. Papers focusing on the factors related to dropping out argue that research should emphasize variables that can be changed in the educational setting and should focus less on establishing correlations with social, family, and personal characteristics. The goal of the research should be the development of educational experiences that are rewarding for all students. Papers on dropout prevention programs conclude that successful programs are those that are designed to improve the educational experience for all students, develop and maintain a positive social bond with teachers and peers, be easily accessible to all, and provide a reasonable expectation for success. Suggested school reforms include reduced class size, individualized curriculum and instructional approach, positive school climate, and increased attention to all children, but especially at-risk children. Tables, figures, and chapter reference lists.