When I saw a recent Pew Hispanic Center report with the sunny title, "Hispanic High School Graduates Pass Whites in Rate of College Enrollment," I thought, "What's the catch?"

There was none on this exact point. A record 69 percent of Hispanic high school graduates in the class of 2012 enrolled in college that fall. But this was the only bright spot in the Pew survey.

The high school dropout rate is falling, but it is still far above the rate for whites. In 2011, 14 percent of Hispanics ages 16 to 24 were dropouts. This was half the level in 2000. White students, in comparison, had a 5 percent dropout rate in 2011.

And all those college-going Latinos don't have such great prospects for earning a degree. According to Pew, Hispanic students are much less likely than their white counterparts to enroll in a four-year college (56 percent versus 72 percent). They are less likely to attend a selective college, less likely to be enrolled in college full time, and less likely to complete a bachelor's degree.

In 2012, a similar 56 percent of all Hispanic students enrolled in undergraduate programs were studying in community colleges, according to the American Association of Community Colleges. And, as The Century Foundation recently noted, two-year schools are buckling under the weight of educating a more diverse and low-income student body with ever-scarcer resources.

You can sense my frame of mind as I attended my oldest son's eighth-grade promotion ceremony last week from a school where 72 percent of the students come from low-income families, and also 72 percent are Hispanic.

Walking up to the school, I tried to put the event into perspective. Based on our secondary school's graduation rate, about 1 out of every 4 of the promoted eighth-graders won't graduate from high school.

Such dire statistics don't stop all underprivileged children from putting hefty down payments on dreams of Ivy League educations and stellar careers.

In addition to the many students who were honored for high scholastic achievement and commitment to the school community, almost all of whom were minorities, the two academic achievement award winners - a Latino and an African-American - were true superstars.

Each had higher grades and more community involvement and school volunteer experience than most students can claim throughout their academic careers.

Both these kids, despite all the crime and poverty that surround our school, will someday make their communities better places. And for all the hand-wringing over school funding, teacher competency, curriculum standards, standardized testing and cultural competency, the secret to Hispanic academic achievement - all academic achievement, really - comes down to parents.

These parents - immigrant and native, middle-class and struggling, Spanish-only speakers and bilingual - have figured out the silver bullet that overrides bad teaching, poor programs and limited resources: passionate involvement and high expectations.

As a whole, Hispanics have much ground to gain. Though there are many entities trying to engage parents in their children's academic life - cognitive stimulation, minimal parent-youth conflict and academic involvement are bona fide keys to academic success - we're nowhere near reaching a critical mass.

Poverty is a barrier and so, to an extent, is culture. Widespread beliefs about school and teacher authority in Latin American countries posit that it's rude for a parent to intrude into school life because it is the school's job to educate and the parent's job to nurture - and the two do not mix.

Yet if our nation wants Hispanic students to succeed, we have two jobs: We must educate Latino kids and their parents. A parent's role in championing students can supersede the conditions of the education systems they're stuck in and be the almost-magical key to academic excellence.

Esther Cepeda's email address is Follow her on Twitter, @estherjcepeda