Evidence suggests that limited-English-proficient (LEP) students are among those most likely to drop out of school. Inconsistencies in defining dropouts and limited research affect estimates of LEP dropouts. Factors increasing the dropout risk include: low level of English language competence; large school size; lower expectations of certain ethnic and minority groups; inappropriate social behavior in class; personal reasons; and residential mobility. While the effects of dropping out of school are not fully understood, they appear to be substantial, including reduced earnings, limited employment opportunities, loss of psychological well-being; and resulting societal burden. Public dissatisfaction with public education has led to a school reform movement focusing on increasing academic rigor for students and upgrading standards for teachers. Federal and state governments have responded to the dropout problem with various approaches and initiatives. The most important element in a dropout prevention program is identification of at-risk students. Research has revealed significant risk factors. Students drop out most frequently in high school, but intervention is warranted as soon as predictors identify students as being at risk. Dropout prevention program strategies include counseling, incentive and tutorial, work-related, and alternative curriculum approaches. A number of programs illustrate the ways in which strategies can be integrated. (MSE)