Eleven studies on effective dropout prevention programs are excerpted in this paper. The studies were published from 1981-1989 and include conference papers, journal articles, school district reports, and evaluations. The studies are analyzed to determine who are the students who have dropped out of school and which dropout prevention programs really work. It is claimed that a review of the studies suggests: (1) there are no universally accepted descriptors for dropouts; (2) students leave school because of failure, irrelevancy, and alienation and that this may be exacerbated by pregnancy or other so-called "unacceptable behaviors"; and (3) the issue of effectiveness was not discussed in the studies although it seems obvious that a successful dropout prevention program should reduce dropping out behaviors. The paper concludes that the findings imply that programs designed to reduce dropout prone behavior will continue to be developed on the basis of common sense; long-term studies should be conducted given the supposition that connectiveness and the reduction of alienation will lead to school retention; short-term studies should be conducted to determine what kinds of programs students like, and the relevance of these programs to perceived district and student needs and objectives; and the issue of alienation and connectiveness for teachers and for students should be carefully examined. (ABL)