Demographic trends show that non-anglo and limited English proficient (LEP) populations are increasing dramatically in public schools. They already make up the majority of the student body in California's largest urban school districts. They are also disproportionately susceptible to dropping out. This Congressional testimony presents approaches that can improve schooling for students from diversified language and cultural backgrounds. The following approaches for dropout prevention, whose success is demonstrated through experience or research, are discussed: (1) small-scale curriculum development efforts and curriculum materials, especially for teaching LEP students; (2) innovative teacher and administrator recruitment, training, and credential programs; (3) high school programs with a direct link to the economy and employment; (4) alternative post-elementary academic programs; (5) innovative continuation high school programs; and (6) special involvement programs for parents and communities to decrease absenteeism and improve performance. In order to help schools implement these approaches, a standard definition of dropouts and standard procedures for calculating and reporting dropout statistics must be instituted. In addition, documentation of successfully operating dropout programs must provide the type of information school districts need to replicate those successes, parent and community involvement must be strengthened, and resources must be found that better align English instruction and materials to LEP students' proficiencies. (PS)