This paper presents an analysis of a California state mandated effort to reduce dropout rates. In particular, the analysis looks at which program components and strategies are successful in increasing school holding power and what organizational and administrative factors are linked to the decision to actually implement the program as designed. Section I of the analysis describes the legislated program and its outcomes, including assessment of the value of specific techniques (such as early identification of at-risk students, the value of parent involvement, and career training programs). After brief discussions of program components (an outreach consultant, student study teams as a dropout prevention methodology, school site councils in dropout prevention, and school-based coordination) in section I, section II explores the issues by examining linkages between specific program components or techniques and improvement in overall school holding power. Linkages are also examined for specific gender and ethnic target groups and the impact of the program on lower grades. Section III moves to mapping the program context, and examines the link between adoption or emphasis of the state program elements and roles played by three major institutional actors (the outreach consultant or program coordinator, the school principal, and the relevant oversight units of the California State Department of Education). Included are 15 tables and 4 figures. (JB)