While the community-junior college is the single most viable institution to meet the challenges of diverse students, the specific needs of the Spanish-speaking student are currently being met marginally or not at all. Student profiles at selected institutions indicate that there has been a continuing increase in minority enrollments, both of males and females, in public and private institutions. This is reflective of efforts made by many institutions to attract new clients, but should not be equated with the development of instructional strategies to meet their needs, nor are the figures reflective of the holding power of the institutions. Studies indicate that linguistic factors are of major importance in producing successful educational outcomes; the fact that only 5.23% of Hispanic males enrolled in community colleges complete their associate degree work may indicate that adequate bilingual programs have not been provided. Twelve data tables derived from government sources present information on comparative changes in enrollments, by sex, institutional level, ethnic background of those in public and private institutions, educational status of two-year college entrants, community college growth, associate degrees awarded, minority group representation in higher education, household languages, and enrollment and dropout information by language usage. (AYC)