This paper explores the practical implications of the distributional perspective on dropping out of school--a perspective that says that the concentration of student exodus from certain schools may reflect the impact of contextual or organizational factors as opposed to those that operate simply at the individual level. Based on data from the National Educational Longitudinal Study of 1988 and two follow-up surveys, it can be said that schools where learning was considered definitely a high priority, where academic achievement was emphasized, and where students were encouraged to enroll in academic classes were clearly related to a lower school dropout rate. Data reveal that the opposite educational environment existed in schools where the dropout rate was high. Thus, the size of a particular school's dropout rate appeared to be indicative of the quality of the school's academic program and operation. Additionally, empirical evidence points to a correlation between high dropout rates and students exposure to demoralized students, teachers with negative attitudes toward students, teachers considering students difficult to motivate, and the overall quality of the school's operating environment and classroom activities. An appendix provides one table and 10 technical notes. (GLR)