By now people are all too familiar with the disheartening numbers: approximately 7,000 students drop out each day, which means nearly one-third of high school students will not graduate with their peers. The statistics are even more staggering for minority and low-income students, especially in the nation's largest urban districts, where less than 50 percent of high school students may graduate. Research of large urban districts has provided powerful indicators that can predict 8th and 9th graders' likelihood of graduating from high school. For 8th graders, two main indicators gave students at least 75 percent chance of dropping out: (1) attending school less than 80 percent of the time in 8th grade, which equated to missing five weeks of classes; and (2) failing mathematics and/or English in the 8th grade. These factors were better predictors of students dropping out than gender, race, age, and test scores. For 9th graders, the indicators include: (1) missing about 70 class time during the 9th grade; (2) failing one or more courses; (3) 2.0 or lower grade point average; and (4) fewer credits than the number required for promotion to the 10th grade. By passing policies that address these indicators, states would be providing districts and schools with the essential assistance in identifying at-risk students and providing these students with the necessary support to graduate and succeed. Many states have either begun or have already developed comprehensive dropout prevention models. This article describes the five elements of a comprehensive dropout prevention state model and provides examples of five states' (Arizona, Florida, Minnesota, Mississippi, and New Hampshire) policies and strategies to address their dropout problem. (Contains 4 endnotes.)