The 6th and final report of the Mexican American Education Study (MAES) focuses on specific educational problems of Mexican American children in the Southwest and recommends actions at various governmental and educational levels to alleviate these. Information was gathered from: (1) a 1969 survey and 1970-71 field study; (2) a literature review; (3) additional surveys conducted in the spring 1973; (4) educational conferences held in 1972 and 1973 on language and curriculum, teacher training, and counseling; (5) further expert consultation, including such areas as ability grouping, grade repetition, and educable mentally retarded placement; and (6) a questionnaire and interviews with the Office of Civil Rights, Department of Health, Education, and Welfare. Investigated for their effect on the Chicano child, 5 areas are covered: (1) curriculum; (2) grade retention, ability grouping, and assignment to classes for the educable mentally retarded; (3) teacher education; (4) counseling; and (5) Title VI, Elementary and Secondary Education Act, and equal educational opportunities for Mexican American students. Numerous findings and recommendations are given by these subject areas. The report also gives 3 basic principles that relate to all of the specific recommendations and which should govern educational reform for Chicano students: (1) Mexican American culture, language, and history should be inherent and integral parts of the educational process; (2) Mexican Americans should be fully represented in decision-making positions that determine or influence educational policies and practices; and (3) all levels of government should reorder their budget priorities to implement the given recommendations. (KM)