While some comfort can be taken from the figures which indicate a growing retention rate, there is considerable concern over the very large percentage of students who do not complete full schooling. In the first experiment in order to address the question of the differential effects of variables on school retention across a range of cultural groups, Year 10 students in 12 New South Wales high schools with low retention rates were examined. In particular, a comparison was drawn among Anglo (N=658), Migrant (N=283), and Aboriginal (N=85) students, with male/female comparisons also being drawn. Variables evaluated included attendance; academic achievement in English; academic achievement in Math; race; sex; and socioeconomic status as determined by fathers' occupational status. Analysis of the full group indicated that the best set of predictor variables were academic achievement in math, academic achievement in English, attendance record, and race. With regard to separate analyses by race academic achievement emerged as a critical feature of the analyses. Relatively more male Migrant students continued with schooling than females. In the second experiment the data were reanalysed, excluding data from students whose fathers' status was pensioner or unemployed and whose mothers' status was pensioner, unemployed, or housewife. From the results it appeared that parental occupational status was related to student's decision-making to continue with school but the effects varied for males and females across the cultural groups studied. (ABL)