Acculturation of Asian immigrants to American life through participation in public education is influenced by school system ideology, goals, and implementation of goals. School system response to Asian immigrants to the United States in the early 20th century was characterized by assimilationist ideology and by goals emphasizing social mobility and Americanization. However, these goals were ambiguous regarding children of Japanese and Chinese immigrants and discrimination against Asian pupils was not unusual. Goal implementation varied by school system and there was a general lack of remedial programs to meet special needs stemming from linguistic and cultural differences. Vietnamese refugee children in the middle 1970's, in contrast, are entering school systems which are influenced by federal and state legislation to recognize and enforce cultural pluralism, provide special help for non-English speaking children, and provide curriculum relevant to minority children. Goal implementation still varies, however, depending upon degree of commitment of school authorities and resources available. Data about educational policies of school districts in Colorado is presented as an example of the recent trend to include ethnic studies in the curriculum, to reinforce ethnic identity, and to encourage minority participation in society. The conclusion is that changes in school system response to Asian immigrants from 1900 to the present are due in large part to state and federal influence on local school system policy. (Author/DB)