Dropout is a global crisis and an affliction in the United States. This study analyzes graduation rates based on prior academic achievement, attendance, and behavior at an urban American high school in Virginia over 4 years to identify who is (not) graduating and why. Using a correlational, nonexperimental design, four cohorts of graduates were compared. As found, Latinx male English language learners were overrepresented and had dropped out following exclusionary discipline or failure on standardized tests. Examining predictive indicators can clarify why some students do not complete on time or quit. Implications for practice, policy, research, and preparation are considered.