This exploratory-descriptive retrospective study examined the demographic, school-related, psychosocial risk factors, and service referrals among elementary school children (N=2,861) at risk for continued truancy. The study purposed to investigate the domains of staying in school and progressing in school, constructs associated with eventual school dropout. The sample of school children was enrolled in 16 individual program sites of a statewide, community-based prevention intervention in the Deep South. Binary logistic regression analysis was conducted to determine which correlates among the indicators best predicted on-time grade level at 3 years postintervention among a sample of at-risk youth. Model fit to the data was modest. Findings showed ethnicity and grade at program admission were significantly associated with on-time grade attainment at 3 years postintervention. Children assessed as unmotivated by their teachers were less likely to be on time for their grade at 3 years postintervention than children who were not assessed as unmotivated. Findings also suggest the construct of school disengagement is an important concern for school social workers in practice with elementary students. Implications for school-based intervention and research are discussed. Further research should study the mechanisms and specific services with the intervention that are most effective when working with elementary-age school children. More research is needed to understand how children with differential levels of school engagement are impacted by nonacademic interventions and how this impacts school performance.