The dropout phenomena has remained consistent for decades, causing it to be labeled a 'crisis' and 'America's silent epidemic'. Therefore, the purposes of this research study were to add to the body of research on school dropouts and to determine if a relationship existed between internal motivation, dropping out of school, and the student's unalterable social background against alterable school-related practices. The content from five research studies were analyzed to answer the research questions that guided this study. The findings of this study concluded that students with low internal motivation were at an increased risk for dropping out; however, it was determined that student motivation was regulated through the student's background and the school's climate. All students from lower income households were placed at a greater risk for school dropout. However, all students with low internal motivation, negative peer associations, from lower income households, that had to change schools more than once (forced mobility), were incarcerated, with parent(s) that had less than a high school diploma, and/or parents that did not have quality parent-child discussions about class assignments with their children were at the greatest risk for dropping out. ELL, Black, Latino, Native American, Alaskan Native, Cambodian, Laotian, Hmong, and Vietnamese students were at an increased risk for dropping out; with males being placed at a greater risk than females. Family structure was not found to be a risk factor over and beyond parental involvement. This study concluded that after controlling for the student's social and academic background negative student/teacher relationships, low teacher expectations, negative classroom interactions, and the school's climate predicted dropping out. The additional school-related risk factors found to be related to school dropout were: low academic and social support, eighth grade course failure, a lack of credit accumulation in eighth and ninth grade, being bullied, prolonged (five or more years) special education placement for non-White and all students, being over age in ninth grade, poor performance on 8th grade standardized testing, the anticipation of senior exit exams, and being retained before or during the ninth grade. Yet, students at the greatest risk were those who received the ABC's prior to dropping out which includes: excessive absences (A), excessive disciplinary infractions or behavioral problems (B), and prolonged academic/course (C) failure; which in the ninth grade was also found to culminate and be a major independent predictor variable to dropping out. Additionally, students who were socially promoted between the sixth and ninth grades were also at the greatest risk for the ABC's and dropping out compared to retained students. It was also concluded that there is a severe shortage of both males and non-White Pre-K to 20 faculty, teachers, and administrators and that any interruptions and disruptions (e.g., excessive absences, forced mobility, incarceration) in schooling without interventions to achieve and sustain proficiency, significantly increases school dropout. Therefore, this study concluded that dropping out is a long-term consequence and a culmination of five or more years of: unmonitored student achievement and/or social and behavioral problems, a lack of quality teaching and preparation in Pre-K through 8th grades, a lack of ongoing strategic school and political leadership that incorporates interventions to improve, support, and sustain academic success, in addition to a lack of quality parental involvement. Lastly, political leadership and higher education have supported the school's failure to provide an equitable and safe learning environment for all students to succeed and contributed to the school dropout problem in the United States school system for decades. #