Since 1971 the status of Mexican American education hasn't changed significantly in three important areas: students, curriculum, and educational finance and resources. Mexican American students are underrepresented at all academic levels, especially higher levels, and in advanced science and math courses. Educational efforts begun in the 1960s have been insufficient to make a noticeable impact on those Mexican American children currently between the ages of 9 and 17, who probably will not excel in technological areas. To prevent further loss of talent, intervention is essential. Bilingual education as part of the elementary core curriculum and stiffer bilingual teacher certification requirements can help. However, three increasingly popular attitudes (the "Proposition 13" attitude, the "back to the basics" attitude, and the "testing and tracking" attitude) have the potential to adversely affect Mexican American education. Proponents of these movements advocate limiting curricula to basic skills, tracking underachievers for remediation, and curtailing increases in educational funds and resources. Discrepancies in local funding, resulting from both parental and administrative attitudes, currently cause discrepancies in educational quality. If high-level Mexican American educational administrators begin to exercise their authority and public opinion of Mexico becomes more positive, the quality of Mexican American education may improve. (SB)