A WORKSHOP DEALING WITH THE HIGH SCHOOL DROPOUT WAS HELD FOR THE PURPOSES OF DISSEMINATING INFORMATION AND REVIEWING RESEARCH IN THIS FIELD. ATTEMPTS TO PROVIDE FOR THE DROPOUT IN THE HIGH SCHOOLS ARE NOT NEW, BUT THE BASIS FOR IMPLEMENTING A SUCCESSFUL PROGRAM HAS BEEN FOUND TO BE TEACHER ACCEPTANCE OF THE STUDENT ON STUDENT TERMS. ALL EFFORTS TO PROVIDE FOR INDIVIDUAL DIFFERENCES HELP REDUCE THE NUMBER OF STUDENTS WHO LEAVE PRIOR TO GRADUATION. THE PROBLEM SHOULD HAVE THE COMBINED EFFORTS OF SCHOOL, HOME, AND COMMUNITY. A SIGNIFICANT QUESTION TO BE POSED IS--HOW MAY SCHOOL ATTENDANCE BE PERCEIVED AS A DESIRABLE AND PRODUCTIVE EXPERIENCE BY THE STUDENT. WORKING PAPERS EXPLORE SUCH AREAS AS--READING COMPETENCY AS A FACTOR IN SCHOOL DROPOUTS, THE ROLE OF THE ELEMENTARY SCHOOL, THE IMPACT OF GUIDANCE ON THE DROPOUT PROBLEM, NEW PROGRAMS FOR DROPOUTS, RESPONSIBILITIES OF PARENTS AND COMMUNITY, AND SOCIOECONOMIC CHARACTERISTICS OF DROPOUTS. PARTICIPANTS WERE GIVEN AN OPPORTUNITY TO EVALUATE THE SESSION. EVALUATION FORMS ARE INCLUDED IN THE APPENDIX. (RS)