A survey was administered in Spanish or English to 232 Hispanic students and 52 teachers at 3 Providence (Rhode Island) high schools to assess student needs and find solutions to the dropout problem. An attempt to follow up on Hispanic students listed as dropouts succeeded in locating only 15, some of whom were actually enrolled in alternative education programs. Responses of some parents and community activists were also obtained. High proficiency in English and a longer time of residence in the country were associated with dropping out, rather than staying in school. Results also demonstrated that Hispanics are not a monolithic block and that Hispanic young people do not see themselves as different from their classmates. All four segments, students, teachers, parents, and community activists, cited communication between teachers and parents as essential to student success, along with cultural awareness and mutual understanding about the roles of parents and the goals of education regarding culture and language in particular. Recommendations for dropout reduction are summarized. An appendix contains a matrix of interview responses and the questionnaires and responses from students, teachers, and parents. (Contains 30 references.) (SLD)