This chapter addresses the Chicano schooling experience by presenting an overview of the conditions and outcomes of Chicano schooling problems. School failure among Chicano students refers to their persistently, pervasively, and disproportionately low academic achievement. For example, in 1979 the average number of years Chicanos remained in school was 11 as compared to 13.4 years for Whites. In addition, school failure is not confined to any one location and is widespread among Chicano student enrollments. Schooling conditions and outcomes for the Chicano student population include: (1) a history of segregation; (2) exclusion of Chicano students' language and culture from the curriculum; (3) disproportionately low performance on achievement tests; (4) a significantly high dropout rate; (5) lower funding for schools with predominantly minority students; (6) poor quality of teacher-student interactions; (7) exposure of Chicano students to greater amounts of "low-status knowledge" as opposed to "higher-status knowledge"; (8) lower rates of college eligibility, lower rates of enrollment in college, and higher rates of attrition once enrolled in college, compared to White students; (9) exposure of Chicano students to harmful amounts of stress; (10) questionable or inappropriate special education assessment tools and practices; and (11) a low percentage of Chicano school teachers. A projection of racial/ethnic youth population indicates that the number of Chicano and other Latino children will triple by the year 2020. This population growth, along with the gradual erosion of economic and educational gains of Chicanos, point to the immediate need for school reform. Contains 70 references. (LP)