Dropout classification systems must be standardized, updated, and simplified to accurately reflect conditions of student departures from school; current, nonstandardized systems allow gathered data to be biased and of poor quality. Improvements will inform administrators of the specific causes behind students' early withdrawals--whether students drop out due to problems with boredom, social isolation, malice, maternity, or informal suspension--and eliminate from the dropout statistics, students who have left for steady employment, familial moves, or other educational opportunities. Telephone interviews with 958 students who exited the school system between October 1, 1986 and September 30, 1987, who had neither graduated nor transferred revealed that: (1) non-college-bound students make up 53 percent of the dropout rate; (2) two-thirds of all students leave school in midterm; (3) non-college-bound students are more likely to enter employment situations, while college-bound students pursue further education; (4) a number of dropouts were either informal suspensions or had been made to understand return was unwelcome; and (5) many did not know how to reenter school or were unaware of alternative education. Accurate data gathering would allow administrators to provide exit counselling, use alternatives to informal suspensions, and distribute exit packages that would advise students of available educational and community services. (KM)