This report, designed to provide the Commission for Teacher Preparation and Licensing with documentation concerning the need for credentialing in bilingual/ cross-cultural education, is based on the examination of the performance of minority populations in California having a cultural and linguistic background different than that of the dominant majority. The historical background of the investigation is provided, along with an overview and definitions of bilingual/ cross-cultural education. Educational outcomes providing indices of schools' success in educating minority students include school holding power, reading skills, grade repetition, overageness, and participation in extracurricular activities. A major factor in under-achievement is the lack of teachers drawn from the same minority and/or cultural groups as the students, along with a shortage of minority personnel being prepared to teach. Charts provide statistics on all outcomes. The report recommends that the Commission announce the need for credentialing and identify the standards for credentialing, and that the Bilingual/Cross-Cultural Education Committee identify the types of credentials required, investigate the possibility of creating "career ladder" opportunities to make qualified personnel available immediately, and investigate the requirements for re-training existing certificated personnel in bilingual/cross-cultural education. A preliminary definition and qualifications for a specialist in bilingual/cross-cultural education are provided. (CLK)