The objectives of this study were (1) to determine the characteristics of bilingual (Mexican) and monolingual high school graduates and dropouts and (2) to evaluate the curriculum and guidance in a 4-year school in San Jose, California. The sample for the study consisted of members of the graduating classes and of all dropouts for the school years ending in 1953 and 1955. Questionnaire data were received from 81 percent of the graduates and 48 percent of the dropouts. Among the major findings, it was noted that (1) dropouts had lower intelligence quotients, higher marriage rates, and more children per marriage than graduates and (2) that bilingual dropouts had lower employment rates and less desirable jobs than monolingual dropouts. A list of recommendations for improvement of curriculum and guidance in the local school is included. Related documents are RC 004 354 and RC 004 355. (TL)