A NATIONAL SURVEY, INVOLVING A FIVE-PERCENT SAMPLE OF PUBLIC SCHOOLS, WAS CONDUCTED IN 1966. THE PRIMARY CONCERN CENTERED AROUND FOUR MAJOR QUESTIONS--(1) THE EXTENT OF RACIAL AND ETHNIC GROUP SEGREGATION IN THE SCHOOLS, (2) WHETHER THE SCHOOLS OFFERED EQUAL EDUCATIONAL OPPORTUNITIES, (3) THE DEGREE OF RACIAL AND ETHNIC GROUP DIFFERENCES ON STANDARDIZED ACHIEVEMENT TESTS, AND (4) THE RELATIONSHIP BETWEEN THE KINDS OF SCHOOLS ATTENDED AND ACHIEVEMENT TEST PERFORMANCE. CERTAIN FINDINGS BY MAYESKE FROM THE SURVEY REPORT BY COLEMAN AND OTHERS INDICATE WAYS IN WHICH THE EDUCATIONAL ACHIEVEMENT OF MEXICAN-AMERICANS ARE AFFECTED. SOME OF THOSE RESULTS ARE--(1) SCHOOLS CAN PROVIDE CERTAIN EXPERIENCES SUCH AS ATTENDANCE AT KINDERGARTEN AND VERBALLY ENRICHING MATERIALS WHICH WILL HELP TO OVERCOME THE LANGUAGE HANDICAP EXPERIENCED BY MANY MEXICAN-AMERICANS, (2) THE FAMILY BACKGROUND DOES INFLUENCE ACADEMIC ACHIEVEMENT, (3) BECAUSE OF PEER INFLUENCE, THE SOCIAL COMPOSITION OF THE STUDENT BODY IS HIGHLY RELATED TO ACADEMIC ACHIEVEMENT, (4) TEACHER ATTRIBUTES SUCH AS YEARS OF EXPERIENCE AND EDUCATION INFLUENCE ACHIEVEMENT, AND (5) STUDENTS' ATTITUDES TOWARD SCHOOL AFFECT THEIR ACADEMIC ACHIEVEMENT. (ES)