The dropout problem among Hispanics may be less severe than it appears, since many Hispanics have arrived here very recently. Given time, funding, and a willingness to join the mainstream, Hispanics should progress as have other groups. (DM)

A survey of 140 school districts in the border states of California, Arizona, New Mexico, and Texas about techniques for reaching Hispanic parents elicited responses from 48 school officials. Advice includes: write letters and other material in Spanish as well as English, employ bilingual school personnel, and schedule parent-teacher meetings…

Describes Latino communities within the United States along with Chicano culture. Discusses the problems encountered when the history of U.S. law intersects with Chicano history. Suggests that education problems might be remedies by allowing some degree of political participation to resident aliens at the local and school board level. (DK)

Describes the curriculum reorganization and staff training involved in the desegregation of the Holyoke (Massachusetts) public schools. Suggests strategies for successful integration of a multicultural curriculum. (FMW)

The culmination of an 18-month effort, this special report is aimed at improving communications and relationships between foundations and Hispanics by fostering skillful and sensitive grantmaking and focusing attention on underserved Hispanic populations. Presented in journalistic form, the report contains an introductory section; 51 articles; an…

Focusing on cultural influences and minority control over water and mineral resources, this workshop collection contains two papers and two sets of comments regarding those papers. Studying the relationship between rural poverty and water resources in the Southwest, the first paper, by Helen Ingram and five others, examines how water is important…

An ethnographic study of the intake process involving the formal assessment, placement, and educational programming of 12 Hispanic deaf/hearing impaired children, aged 3-8, in both a private school for the deaf and the New York City public schools, was conducted over a 2-year period (1984-1986). Participant observation, interviewing, and…

Reports on a study of the relationship of family role and structure with academic achievement among 2,666 Anglo and 492 Mexican American high school students. Relates behavioral, attitudinal, and structural dimensions of families to students' self-reported grades. Finds that familistic attitudes are important to academic success. (CFR)