The number of students at each program ranged from 28 to 579. The analysis focused on socioeconomic status, academic performance, family situation, employment, and sociocultural characteristics such as mobility, pregnancy or parenthood, drug abuse, delinquency, truancy, and social problems. Findings showed that these students do not fit common stereotypes. Instead, they are a diverse group, and complex reasons and experiences result in their disengagement from the process of schooling. Results showed the need for educators to understand that students at risk of dropping out are not necessarily those with the least intellectual ability. Thus, schools should discard some of the categories that too easily classify students' symptoms and problems. Such an approach is an essential first step in the formation of educational interventions to improve achievement and retention. Tables and notes.