Educational systems have set a goal of 85 percent--impressive, when measured against 50 percent graduation rates half a century ago, but still, a 15 percent non-completion rate. A disproportionate number of students who do not complete high school are special education students, and least half of those are identified with learning disabilities (LD) and/or attention-deficit/hyperactivity disorder (ADHD). These students have the intellectual competency to succeed, but they experience cognitive processing difficulties that undermine their ability to either take in information or out-put it for evaluation. Much is known about how to help these students succeed, and 100 percent graduation rate is a realistic goal. But change will not happen until researchers understand the culture of education and integrate it into their research, and teachers make new knowledge part of their practice ethic. (Contains 6 endnotes.)