This report presents a comparative analysis of the educational attainments of black, white and Hispanic American children, aged six through seventeen. Information on the role of language characteristics and social class origins as reported in the 1976 Survey of Income and Education is included. The report examines the effects of census region of residence, size of place of residence, age of the child, nativity and language characteristics of the child, and ethnic or language group origin. The report concludes that: (1) black and Spanish language children tended to be enrolled below grade level, and to have lower attainment levels when the percent of children enrolled below expectation was selected as the measure of educational attainment; (2) children from other language minorities had somewhat higher than expected educational attainments; (3) children in the Spanish language group who did not speak English accounted for an important proportion of observed underattainment; (4) foreign born teenagers who did not speak English were more than two years below most other language/nativity groups in the Spanish language sample; (5) children who usually spoke English but retained a minority language had higher net educational attainments; and (6) children with more educated parents were more likely to have higher educational attainments. (JCD)