This report discusses three major issues in urban education: dropout prevention, secondary education for Hispanic Americans, and urban teaching careers. Current studies on dropping out attempt to locate the responsibility for high dropout rates in policies or practices that schools initiate and have the power to change. Findings of these studies are discussed. Hispanic students have not profited from their education, nor have they been well served by the schools. Their academic achievement and educational attainment are among the lowest of any group. Precipitating factors, such as poverty and poor English, are discussed and suggestions are made for increasing the relevance of public education for Hispanics. Difficulties in attracting and retaining a high quality urban teaching force are discussed. Three requirements for improving the situation are: designing appropriate preservice education programs for urban teachers, improving recruitment practices, and structuring work conditions to ensure the retention and continued development of competent professionals. Examples of each are covered. Teachers will improve the quality of their own work lives by learning to be more responsive to the needs of their urban students. References are included. (PS)