The purpose of this annotated bibliography is to increase awareness among educators of changes needed in the educational system to encourage culturally different children to perform to their fullest potential. Culturally different children are defined as children who differ from the dominant cultural group in ethnicity, race, religion, geographic location, and/or culture. The hypothesis is that, in spite of the recent trend toward equal educational opportunity for all groups, there are many factors within the school which contribute to and often limit the achievement of culturally different children. These factors serve as topical categories into which the annotations are organized. The first major category, "Factors Influencing Achievement Relating to the School in General," includes annotations on programs and goals, ethnic materials, and standardized tests. The second major category, "Factors Influencing Achievement Relating to the Teacher," includes annotations on cultural understanding, understanding of verbal and nonverbal language, teacher attitudes and expectations relating to the child's self-concept, and teacher training. For each entry, information is presented on author, title, publisher or journal source, page in journal or total number of pages, publication date, and an annotation. Summary/conclusion and recommendation sections conclude the document. Conclusions are that multicultural education programs often improve academic achievement of culturally different children and that standardized tests often limit their achievement. Recommendations include that cultural differences be taught in all subject areas through a variety of approaches and that teachers take advantage of any available training in multicultural education. (DB)