Behind the negative composite profile of school dropouts often lie the internalized characteristics of low self-esteem, thwarted ambition, and personal failure. This document presents an analysis of several different demographic, behavioral, and academic characteristics of students who withdrew from grades 9, 10, 11, and 12 in the Nashville Metropolitan Public Schools in 1987-88. Only those students who voluntarily withdrew due to academic difficulty, lack of interest in school, parental influence, or economic reasons were included. The results show that: (1) 61.4 percent of the 1,128 1987-88 dropouts were male; (2) the dropouts tended to be overage in comparison to their peers at any given level; (3) the attendance rate for withdrawing students mean attendance rate averaged between 75.1 and 81.4 percent while the general student population attendance rate for grades 9 through 12 was above 90 percent; and (4) the achievement test scores for dropouts were lower than their peers'. Upon examination of the statistical profile on dropouts presented within this document, it becomes evident that there is a strong relationship among the variables typically associated with these students. Systemwide attention to addressing any one of the variables will undoubtedly help in remediation of the others. (KM)