Dropping out of high school is not an event, but rather a process that involves a number of complex and interrelated factors. For example, 50% of eventual dropouts can be identified as early as the sixth grade and 80% by the ninth, based on observable academic, attendance, and behavior indicators. Furthermore, the first marking period of the ninth grade appears to be particularly important, since it is a time when a group of young people who have not yet exhibited any dropout predictors begin to experience significant academic challenges. Beyond these objective factors, young people often complain that they do not understand why they need to master academic content, and that no one really cares whether or not they come to school. Based on these and other findings, one can begin to understand in more detail many of the factors that determine whether or not young people graduate, and how to frame interventions that can re-engage struggling students and get them back on track for graduation. This paper presents research-based approaches that promote student engagement. (Contains 10 footnotes.)