School Dropouts have less employment and learning potential than graduates, contribute less to the economy, and add to social service costs. To identify a set of predictive dropout characteristics for females by racial/ethnic background and a set of intervention strategies to address those factors, telephone surveys covering 52 items were conducted with 668 (8 percent) of the San Diego City Schools' 8,365 short- and long-term dropouts of 1985-86 and 1986-87 from grades 8 through 12. For comparison, a sample of graduates, matched to the dropouts by grade point average (GPA) and ethnicity, was identified; 886 (7 percent) were contacted and surveyed. Additionally, a school nurse and counselor survey was conducted. The results indicate that for females, falling behind in school is the strongest factor for dropping out, while for males, falling behind, maintaining a low GPA, suspensions, and negative feelings toward school contribute to dropping out. On the average, the interviewed graduates scored higher on the Comprehensive Tests of Basic Skills in all areas than their dropout counterparts. Appendix A presents information that examines four areas of the dropout problem. The information focuses on female dropouts, and whenever possible, sex-related differences are discussed. The significance of the dropout problem is examined both for individuals and for society and national and San Diego City Schools' dropout rates are presented and discussed. In addition, through the examination of a selection of literature from the past and present, the characteristics of dropouts are outlined, and prevention and intervention strategies are described and evaluated. Appendixes B-G contain further information concerning dropouts in general and female dropouts in particular. Specifically, the appendices present: (1) the demographics for the total dropout and graduate population of students who either graduated from or dropped out of San Diego City Schools between August 1985 and July 1987; (2) a copy of the Women-At-Risk Project dropout/graduate survey; (3) the responses from an oral administration of the dropout/graduate survey; (4) a technical report of the discriminant analysis of information received from the dropout and the graduate groups; (5) a copy of the Women-At-Risk Project secondary nurses and counselors survey; and (6) a description of the nurses and counselors who responded to the questionnaire and their answers. (KM)