Trivino, J. T., Tiongson, B. D., Barazon, L. M. Jr., and Inocian, E. P. University of the Visayas Journal of Research Date Received: 3rd of October, 2017 Date Accepted: 28th of November, 2017 ABSTRACT Dropping out, an essential indicator to the schools’ performance, is a serious educational problem all over the world. Thus, an investigation on the possible contribution of Family, Individual, Community and School (FICS) related factors to a Learner at Risk of Dropping out (LARDO) was done to aid identification and immediate remediation of Junior High School Learners in a Division in Cebu, Philippines for the School Year 2016-2017. Logistic regression analysis was performed to create a model to predict the probability of being a learner at risk. It showed increase of prediction power from 50% to 88% as the independent variables were entered. The following variables were found significant: (a) gender; (b) deceased father; (c) cyber situation; (d) broken family; (e) inferiority complex; (f) child labor; and (g) lack of community support. Disturbing gender equity issues were evident in the results with increased likelihood for male students of being a LARDO. An intervention plan was crafted to assist schools in the implementation of the Drop Out Reduction Program (DORP). Salient features of the intervention program included the establishment of official forms for tracking LARDOs, a LARDO tendency worksheet based on the model and the establishment of policies that will strengthen LARDO early warning systems. Level of identification was also found to be at minimal in some schools which indicated difficulty of identification needing pertinent training in the intervention program. The results have important implications in the multi-dimensional nature of the dropout problem. The scope of its complexity extends beyond the established school systems. Hence, a multi- dimensional approach should be adapted. Keywords: Asia, education, factors in dropping out, LARDO, logistic regression analysis, management, Non-LARDO, Philippines 1. ORCID Number: XXXXXXXX, J. T. Trivino is with the Department of Education, City of Naga Division, Naga City, 6037, Philippines (e-mail: jessica.trivinio@yahoo.com). 2. ORCID Number: XXXXXXXX, B. D. Tiongzon is with the Department of Education, Mandaue City Division, Mandaue City, 6014, Philippines (e-mail: bdtiongzon@yahoo.com). 3. ORCID Number: XXXXXXXX, L. M. Barazon, Jr. is with the Department of Education, City of Naga Division, Naga City, 6037, Philippines (e-mail: author@ marcusthirdy@gmail.com). 4. ORCID Number: 0000-0002-8570-2751, E. P. Inocian is with the College of Teacher Education, Cebu Normal University, Osmeña Boullevard, Cebu City, 6000, Philippines (email: edselinocian@gmail.com) I. INTRODUCTION ne of the most essential performance indicators among schools is the dropout rate. It has been considered as a serious educational problem all over the world. These students who failed to complete their education have to face their limitations in social and economic growth all throughout their lives. Dropout rate in the Philippines has decreased from 2012 to 2014. In spite of the favorable trend, the interest among educators, policymakers and researchers continues to increase. The Department of Education (DepEd) devotes more time and resources to measure the extent of the problem. DepEd has recently launched the Basic Education Sector Reform Agenda (BESRA) highlighting Dropout Rate as one of the focus of research in the field of education (DO No. 39, s. 2016). In addition, funds are also made available to conduct relevant research through DepEd Order No. 4, s. 2016 through the Family, individual, community and school profile analysis of learners at risk of dropping out in Cebu Jessica T. Trivino 1 , Benjamin D. Tiongzon 2 , Leviticus M. Barazon, Jr. 3 , and Edsel P. Inocian 4 O