THIS MONOGRAPH EXPLORES PROBLEMS CONNECTED WITH THE EVALUATION OF THE INFLUENCE OF EDUCATIONAL PROGRAMS ON MEXICAN-AMERICANS, BY CONSIDERING THE OBJECTIVES OF THE FORMAL SCHOOL PROGRAM AND THE INFLUENCE OF INFORMAL EDUCATION. SUCCESSFUL STUDENTS IDENTIFIED THREE FACTORS CONTRIBUTING TO THEIR SUCCESS--A GOOD SELF-CONCEPT, PARENTAL LOVE, AND TEACHER CARE AND INTEREST. THESE FACTORS ARE THE TYPE TO CONSIDER WHEN EVALUATING THE INFLUENCES OF EDUCATION PROGRAMS ON UPWARD SOCIAL MOBILITY, EDUCATIONAL GOALS, AND ACCULTURATION. EDUCATIONAL SUCCESS HAS BEEN RESTRICTED DUE TO SOCIO-ECONOMIC LEVEL, CULTURAL DIFFERENCES, FAMILY COHESIVENESS AND SIZE, THE FATHER'S OCCUPATION, PARTICIPATION IN COMMUNITY AFFAIRS, DEGREE OF BILINGUALISM, AND PARENT'S ASPIRATION. A LIST OF PROBLEMS IS INCLUDED WHICH ARE ASSOCIATED WITH EVALUATION OF MEXICAN-AMERICAN STUDENTS AND WITH SUCCESSFUL EVALUATION PRACTICES, THE LATTER INCLUDING USE OF OBJECTIVE QUESTIONS, ORAL REPORTS, VERBAL METHODS, DRAMATIC PLAY, GROUP ACTIVITIES, AND LEARNER'S OWN EXPERIENCES. FOR BEST TEACHING RESULTS, TEACHERS MUST BE CONCERNED AND SINCERE, MAKE HOME VISITATIONS, GIVE TANGIBLE REWARDS, DEVELOP SKILL IN OBSERVATION, RECORD OBJECTIVELY, PROVIDE APPROPRIATE MOTIVATION, AND DEVELOP FEELINGS OF EQUALITY, TRUST, AND MUTUAL RESPECT IN THE STUDENTS. THIS PAPER WAS PREPARED FOR THE NATIONAL CONFERENCE ON EDUCATIONAL OPPORTUNITIES FOR MEXICAN-AMERICANS, AUSTIN, TEXAS, APRIL 25-26, 1968. (JH)