Early socialization, cognitive differences, treatment by teachers, and curricular choices have a negative effect on both the self-esteem and academic achievement of young females. Program designers and policymakers should incorporate the following approaches into female dropout prevention programs: (1) academic encouragement; (2) counseling to improve female self-esteem; (3) coordination of services to meet females' academic and nonacademic needs; (4) bias-free interactions with teachers and administrators; and (5) encouragement for females to enter nontraditional courses and careers. The following programs illustrate effective approaches: (1) the Johns Hopkins Team Learning Project (Baltimore, Maryland); (2) Summer Training and Education Program (STEP) (Philadelphia, Pennsylvania); (3) Homework Hotline (San Diego, California); (4) Applied Leadership Training for Youth (Tucson, Arizona); (5) School Age Mother (SAM) (Beaver Dam, Wisconsin); (6) PEER Power (Chicago Public Schools, Illinois); (7) the Discovery Links Project (Klamath Falls, Oregon); (8) the Early Single Parenting Project (San Francisco, California); (9) Think Again (Huron, South Dakota); (10) the Family Learning Center (Leslie, Michigan); (11) School-based, Noncurricular Model for Pregnant and Parenting Teens (National Association of State Boards of Education); (12) Gender/Ethnic Expectations and Student Achievement (GESA); (13) Expanding Staff Potential in High Technology (ESP) Seminars (Hanceville, Alabama); (14) Ysleta Girls Count! (El Paso, Texas); (15) Choices (Girls Clubs of America); (16) Choices Initiative in Wisconsin; and (17) the Job Corps (U.S. Department of Labor). Initiatives in six states illustrate how policymakers can help at-risk youth of both sexes. Lists of the promising programs and state initiatives, and a list of 46 references are appended. (FMW)