Rumberger and Lim (2008) identified two factors that have a strong bearing on whether students graduate from high school (a) individual characteristics of students, and (b) institutional characteristics of their families, schools, and communities. Within the former category, the authors found that student engagement both academically and socially and educational expectations are the most important determinants for staying in school. Conversely, high absenteeism and working more than 20 hours per week correlated to higher dropout rates. The latter category of institutional factors such as family and schools can also be strong predictors of graduating or dropping out. Living with both parents and more family resources resulted in lower dropout rates. More importantly, parenting practices such as having high aspirations for their children, monitoring school progress, and communicating with the school are strong contributors to higher graduation rates. This is the type of parental involvement needed to reverse the negative trend of Hispanic dropouts.Stern (2004) discusses the results of the 2002 White House Commission on Educational Excellence for Hispanics appointed by President Bush to help reduce the high school dropout rate. The commission’s report stated that Hispanic parents were not adequately involved with their children’s education. Ironically however, the funding was cut to programs that help Hispanic parents learn how to get connected to the learning process. The National Council of La Raza (NCLR) is skeptical about the report which they felt offered no substantive recommendations. They also dispute the assertion that Hispanic parents do not take part in their kid’s education. However, what NCLR failed to consider was the fact that parents may get involved, but this does not mean it is effective engagement. You can make a child do his or her homework, but without the proper assistance, that homework may not be correct. One of the administration’s initiatives was the “Yes I Can” campaign. Its website promoted literacy awareness for parents. Unfortunately, there were probably only a small percentage of Hispanic parents who had access to computers or had some level of proficiency in using them. Two other points were made in the article to help improve the low dropout rates (a) raise teacher expectations of Hispanics, and (b) improve teacher training. Although raising teacher expectations and training may help, they are not the problem. Teachers can only do so much in the classroom but it is up to the parents to take over once the kids get home. Without effective involvement by at least one parent, Hispanic students will continue to struggle, lose interest, and not realize the importance of education until perhaps it is too late.