THE CALIFORNIA MEXICAN-AMERICAN EDUCATION RESEARCH PROJECT INITIATED AN ASSESSMENT PROPOSAL DIRECTED TOWARD MORE EFFECTIVE EDUCATION OF MEXICAN-AMERICAN STUDENTS IN WASCO PUBLIC SCHOOLS AND THROUGHOUT CALIFORNIA. A SAMPLE OF THIRTEEN STUDENTS FROM EACH GRADE, PRE-SCHOOL THROUGH TWELVE, WAS RANDOMLY SELECTED FROM STUDENTS WITH SPANISH SURNAMES ATTENDING THE WASCO PUBLIC SCHOOLS. THE FOLLOWING TESTS WERE ADMINISTERED--FROSTIG DEVELOPMENTAL TEST OF VISUAL PERCEPTION, BENDER VISUAL MOTOR GESTALT TEST, CALIFORNIA TEST OF PERSONALITY, VINELAND SOCIAL MATURITY SCALE, CALIFORNIA TEST OF MENTAL MATURITY-SHORT FORM, GOODENOUGH-HARRIS DRAWING TEST, WECHSLER INTELLIGENCE SCALE FOR CHILDREN-WECHSLER ADULT INTELLIGENCE SCALE, AND THE CALIFORNIA ACHIEVEMENT TEST AND MULTIPLE APTITUDE TESTS. CONCLUSIONS INDICATE THAT THE MEXICAN-AMERICAN STUDENTS TEND TO FALL PROGRESSIVELY BEHIND THE NORMATIVE POPULATION IN PERCEPTUAL-MOTOR DEVELOPMENT. IN THE SOCIAL AND EMOTIONAL CATAGORIES, THIS POPULATION TENDS TO SEE ITSELF IN A LESS FAVORABLE WAY THAN THE NORMATIVE GROUP. THEY HAVE LOW SELF-CONCEPT AND FEELINGS OF INADEQUACY, BUT HIGHER SOCIAL MATURITY. THEIR ACADEMIC ACHIEVEMENT IS CHARACTERIZED BY A PROGRESSIVE DROP IN ACHIEVEMENT THROUGHOUT THE GRADES. CURRICULUM RECOMMENDATIONS AND EDUCATIONAL TECHNIQUE RECOMMENDATIONS ARE PRESENTED BY TEST AND BY CATEGORY. (SF)