This document analyzes the results of a follow-up study about specific factors that distinguish between students likely to drop out and those who stay in school and graduate. The dropout interview form, which was administered to dropouts in the original study, was revised and administered by counselors to 180 seniors who were in the lower four stanines, over age by 1 year or more, and yet described as likely to graduate. Although this in-school group had two of the characteristics proposed for local identification of potential dropouts, most of them did graduate. Analysis was done to identify the differences between the in-school group and the dropouts on the remainder of the survey characteristics, in order to determine the significant factors influencing dropping out. The following factors were explored: (1) the extent of the dropout problem; (2) family differences; (3) school performance; (4) reasons for dropping out; (5) response to structured reasons for dropping out; (6) differences in ratings of school problems; (7) differences in family problems; (8) differences in problems with work; (9) differences in court-related problems; and (10) differences in social causes. It was concluded that drop-outs: come from large families, with limited education; have poor classroom grades and poor attendance records; must work; and have problems with pregnancy, drugs, etc. Adult support can have a positive impact on potential dropouts. (JS)