Interviews with three leading experts in the field of education for the Spanish speaking. (JF)

Contains a brief summary of Mexican American history and of the effect such a history has had on the current generation of Spanish speaking Americans. (JF)

Excerpts of taped interviews with members of Chicano communities in various parts of the United States reveal how they view the schools and what they see as major problems and needs in the schools. (JF)

Deplores the philosophy that fosters the idea of Chicano culture as a hindrance to the child, a culture to be eradicated rather than reinforced, and proposes changes designed to enhance the education of Mexican American children. (JF)

Describes some problems facing Spanish speaking students including inability to work with English, achievement tests, and the monocultural attitude of schools. The report argues that administrators and teachers must change their attitudes, and that the whole school system must be refashioned to include the bilingual child. (JF)

A principal describes his abortive attempts to battle school board prejudice toward Mexican Americans in a rural California grape growing community. (JF)

The OE sponsored Spanish Curricula Development Center plans to produce, field test, and revise 48 multidisciplinary, multimedia two-week unit curricula kits -- 16 for first grade, 16 for second grade, and 16 for third grade, to contain materials for teachers and for pupils. (JF)

Describes how Dade County, Florida, adjusted to the large influx of Cubans. (JF)

Data in this study of southwestern schools covers (1) relationship between school and community; (2) the criteria for placing students in tracks; (3) the inclusion or exclusion of a child's cultural background; and (4) the ethnic and educational backgrounds of school staffs, their experience, salaries, and lengths of service. (JF)

Describes how an Albuquerque, New Mexico, community became involved in a bilingual school program. (JF)

Describes a sequential, cumulative set of experiences designed to promote personal effectiveness and communication skills in children. Allegedly, as pupils learn to articulate their feelings, the teacher will begin to know his students, to understand and meet their needs as individuals. (JF)