This brief explores the challenges of documenting dropout rates and ways to support students with disabilities so that they meet academic standards and graduate. It begins by discussing the high dropout rate for students with disabilities and the rise of standards-based reform and high-stakes tests. Characteristics of high-risk students are identified and include living in the southern and western regions of the country or large urban center, having a disability, coming from low-income families and communities, and having a non-European American or non-Asian, single parent background. The difficulties of measuring and defining dropout rates are explored, and sources of variation in reported dropout rates are identified. Findings from three projects that investigated successfully implemented interventions for preventing student dropouts are then discussed. Intervention strategies included: (1) persistence, continuity, and consistency; (2) monitoring the occurrence of risk behaviors and the effects of interventions; (3) a caring relationship between an adult connected to the school and the student; (4) a sense of belonging to school that was encouraged through participation in school-related activities; and (5) problem-solving skills were taught and supported so students were able to survive in challenging environments. The brief closes with a discussion of research needs. (Contains 17 references.) (CR)