A study examined the characteristics of successful schools along the Texas-Mexico border, where high percentages of students were Mexican American, came from low socioeconomic backgrounds, and had limited English proficiency. Three elementary schools, three middle schools, and three high schools were selected on the basis of the following criteria: enrollment of at least 66.6 percent Mexican American students, above-average standardized test scores on the Texas state assessment system, and state or national recognition. In many ways, these high-performing schools were similar to other effective schools identified in the literature and were typically characterized as communities of learners. However, study schools differed from other successful schools in at least four areas, which are the focus of this digest. These areas are: (1) collaborative relationships with parents and communities that built on Mexican American cultural values and communication styles and recognized the needs of diverse populations; (2) collaborative governance that empowered teachers and emphasized accountability; (3) student-centered classroom environments in which teacher did "what it takes" to help students succeed; and (4) advocacy-oriented assessment practices to avoid misplacement of limited-English-speaking students in special education. (Contains 13 references.) (SV)