To overcome the middle and high school dropout rates with solutions oriented around a comprehensive curriculum, built with students in mind, and higher achievement at the forefront.  To establish the sense of self-identity that is had when a person that looks like you, within the same cultural context, is being taught extensively about in school, and/or the educator themselves are that culture. We hope that the implementation of this educational curriculum in schools, will make it more likely that teachers of diverse backgrounds feel supported enough to join these teaching cohorts, that are incorporating yet not always inclusive. These produce, in themselves, higher test scores, more attentiveness in the classroom, and a greater idea of self only found in finishing high school, learning the greater historical features of one’s history, and having a teacher everyday that looks like you. To enhance, or improve, the health disparities, wealth gaps, and achievement gap we find in diverse communities, we hope to implement community health in the midst of the cultural, psychological, and financial practices we teach.

In the United States today over one million high school students will drop-out this year. Some explicitly through a lack of attendance and zero effort, and others implicitly through ambled presence and passive effort. Further, students are constantly bombarded with stories and histories taught in schools that no longer reflect the diversity of the student population, or the society in which we live, leading to less participation and often less engagement from students. Finally, many students are taught more about specific subjects in school than they are about the importance of knowledge of self, self-awareness, and real world matters like financial literacy, leading to unresolved feelings of low self-esteem, low self-image, and low self-determination amongst students, which can often lead to anguish, and uninvolved students. What do we do?These manifest in many different ways, yet to end them, they must be understood. 
To overcome passive attendance and dropout rates, an inclusive curriculum must be built, with physical and virtual components, that keep students in mind. To establish a sense of self-identity, self-determination, and self-esteem, educational outreach initiatives and cultural competency curriculums that go beyond the status quo of Western specific history, and more diversely dominant, in terms of cultures often taught at the margins, must be introduced as an intrinsic part of a school system, combining Eurocentric history with Africana Studies, and Latino/a cultures, that perpetuate genuine inquiry into anthropology and cultural sophistication. Lastly, to enhance, the mental health, and emotional stability of students, pathologies that threaten life expectancy, health, and economic security must be had by school leaders, educators, as well as students, with dialogue that brings people in, and allows experiences to be heard. Implicit classes on financial literacy, community development, and sociological awareness also solve the root causes of many of these things, in a way that is comprehensive and healing. Truth and reconciliation is the process of creating dialogue around issues that once plagued us, if we are to solve the social and personal tensions we find ourselves in, this is the start.