First of all, I think the students should be motivated mainly by their parents and then by their teachers. Parents should motivate their children by telling them how being a high-school graduate will help them in life. The parent may mention how being a high-school graduate helped them or how they were hurt by being a high-school drop-out.

Teachers can help motivate students by making school fun along with the teaching of the regular lessons. Teachers could also invite various people that graduated from high-school and some that were drop-outs to tell their own personal story. This may help students see the reality of being a high-school graduate or that being a high school drop-out can seriously affect that persons' life.

Another thing that should be taken into consideration is that when a parent or teacher is talking to their child or student, the parent or teacher should not focus all on negative ideas. If they focus on negative ideas, and say such things as, “If you don't finish school then......,” then the child could be demotivated instead of being motivated. Parents and teachers should focus mainly on the positive ideas when motivating someone.

Do you believe there should be more contact between parents and teachers?

I think parents and teachers need a lot more contact. For one, contact with each other will allow the parents to see how their student is doing and will allow the teachers to see how the parents are.

Yet a substantially higher proportion of students quit school sometime over their educational careers. One longitudinal study of young men who were 14 to 21 years of age in 1979, estimated that 37 percent had quit high school for at least a 3 month period, even though in 1990, when the young men were 25 to 32 years old, only 14 percent were classified as high school dropouts (Klerman & Karoly, 1994). Another longitudinal study of students who were 8th graders in 1988 found that 21 percent had dropped out school at some point since 8th grade, even though only 12 percent—roughly half of that number—had not completed high school by 1994 (Rumberger & Lamb, 1998).

The parents should also teach that money is not everything and that drugs cannot make you escape from reality and problems.

promote them. The final section of the paper discusses whether the United States has the capacity and the will to reduce dropout rates and eliminate disparities in dropout rates among racial and ethnic groups.

An educator needs to find out what a student is interested in and help the student find goals. The educator should give statistics on what kind of job the student can get if he or she has graduated from high-school or if he or she does not graduate.

· The status dropout rate of whites remains lower than that of blacks, but over the past quarter of a century, the difference between the rates of whites and blacks has narrowed (figure 2). In addition, Hispanic young adults in the United States continue to have a higher status dropout rate than whites or blacks (figure 2).

Some topics in this essay:
, United Hispanic, B1 Status, Rumberger Lamb, Asian/Pacific Islander, Murnane Willet, Bureau Census, Klerman Karoly, Education Statistics, Klein Chapman, dropout rates, high-school graduate, status dropout, school diploma, dropout rate, parents teachers, status dropout rate, lure drugs, completing school, murnane willet, students drop, lure drugs money, drugs money overcome, students drop school, parents teachers parents,