This study investigates factors contributing to dropping out and returning to school among urban high school students. The analysis is a preliminary attempt to determine whether state or local responses are more viable in preventing high-risk students from leaving school early, and the extent to which school practices and policies may influence these students' decision to withdraw. The study samples the responses of students in the following types of large city secondary schools: (1) "zone schools"; (2) alternative high schools; (3) high school equivalency (GED) programs; and (4) specialized "citywide" high schools for college-bound, higher-achieving students. Student response to four survey instruments were collected, and discriminant function analysis was used to evaluate the relationships among the results. In the analysis, the criterion variable is dropping out versus not dropping out, and the predictor variables are the various measures gathered. Preliminary findings challenge the belief that system-wide changes have uniform beneficial effects in all schools; instead, the need for eclectic, locally-developed programs is indicated. Career planning and work-study opportunities were strongly endorsed by respondents, suggesting the desirability of schooling responsive to the life circumstances of urban students. The paper includes two tables and three figures. A list of 25 references is appended. (AF)