In May 1992 the dropout rate among Hispanic students was 36.6 percent in the Providence (Rhode Island) public schools. A survey was administered in Spanish or English to 232 Hispanic students and 52 teachers at 3 high schools to assess ways to reduce the dropout rate. An attempt to follow up on the Hispanic students listed as dropouts succeeded in locating only 15, but many were actually enrolled in alternative education programs. Responses of some parents and community activists were also obtained. Results demonstrated that Hispanics are not a monolithic block and that Hispanic young people do not see themselves as different from their classmates. A high level of English proficiency and time of residence in the country were associated with dropping out rather than academic success. Students, teachers, parents, and community activists cited communication between teachers and parents as essential to student success, along with cultural awareness and agreement about goals and language. Student responses showed that they were generally positive and optimistic about school. Recommendations for dropout reduction are summarized. An appendix summarizes the interviews and data. (Contains 30 references.) (SLD)