Analysis through log linear and multiple regression techniques showed that reading achievement and age of entry into high school, in contrast to race and gender, can account for most of the predictable variation in students' dropout rates. In addition, whites where found to be at least as inclined as blacks and Hispanics to drop out when differences in reading achievement and entry age are removed. This finding suggests that the dropout rate among blacks and Hispanics could be as low as those of whites if the reading achievements of these minorities could be made comparable to that of whites and if their entry to high school was accelerated. Results also suggested that the retention of students in the primary grades increases the dropout rate at the high school level. Prevention policies are recommended that would increase students' reading achievement before entry into high school, without retention, and that would promote the entry of students into high school at an earlier age. Figure, tables, and 1 reference.