IN CONJUCTION WITH AN INTERDISCIPLINARY INSTITUTE AT NEW MEXICO STATE UNIVERSITY, A SURVEY WAS CONDUCTED TO DETERMINE PERCEPTIONS AND ATTITUDES OF COMMUNITY MEMBERS AND SCHOOL PERSONNEL IN THE PROVISION OF EQUALITY OF EDUCATIONAL OPPORTUNITY FOR ANGLO, SPANISH-AMERICAN AND INDIAN CHILDREN IN AZTEC AND TULAROSA, NEW MEXICO. THE MAJOR QUESTIONS ASKED WERE--HOW DOES THE DOMINANT MAJORITY ANGLO CULTURE VIEW THE ABILITIES OF SPANISH-AMERICAN AND INDIAN CHILDREN COMPARED TO THEIR OWN, HOW DOES THE SPANISH-AMERICAN AND INDIAN PARENT FEEL ABOUT THE ABILITIES OF HIS CHILDREN COMPARED TO THEIR ANGLO CLASSMATES, IS THE FAILURE OF SPANISH-AMERICAN AND INDIAN CHILDREN, IN CONTRAST TO THE RELATIVE SUCCESS OF ANGLO CHILDREN IN SCHOOL, PERCEIVED AS A RESULT OF DIFFERENTIAL TREATMENT BY TEACHERS AND SCHOOL ADMINISTRATORS, AND HOW MUCH OF THIS FAILURE DO THE MEMBERS OF THE THREE CULTURAL GROUPS AND THE EDUCATORS THEMSELVES ATTRIBUTE TO INADEQUACIES IN THE SCHOOL PROGRAM. TWO DISTINCT PATTERNS EMERGE FROM THE DATA. FIRST, MEMBERS OF ALL GROUPS PERCEIVE THE ANGLO CHILD AS MOST CAPABLE, THE SPANISH-AMERICAN CHILD AS LESS CAPABLE, AND THE INDIAN CHILD AS LEAST CAPABLE OF ACHIEVING DESIRABLE GOALS. SECOND, ALL GROUPS SAW PUPILS AS MOST CAPABLE OF COMPLETING HIGH SCHOOL, LESS CAPABLE OF ATTENDING TRADE SCHOOL OR COLLEGE, AND LEAST CAPABLE OF FINDING A JOB AFTER SCHOOL. GRAPHS AND A BIBLIOGRAPHY ARE INCLUDED. (JH)