Significant changes are needed in the education of Chicano children, changes that range from the earliest Head Start levels through the college years. American schools reflect the dominant Anglo-American culture and so retain the societal status quo. By perpetuating Anglocentrism, schools have trampled on the cultural and linguistic dignity of Chicano youth. Many Chicano children enter first grade knowing little or no English and are catastrophically and traumatically confronted with a learning environment in a foreign language they cannot deal with. Bilingual programs are often administered with old approaches that have failed in the past and will continue to fail in the future. Teachers may expect less of Chicano students and with this attitude engender failure and disappointment instead of achievement. Relatively few Chicanos manage to get through high school; even fewer go on to college. Those attempting to secure a college education face such problems as entrance requirement obstacles, discriminatory admission and retention rules, poor secondary school preparation, inadequate finances, and courses irrelevant to Chicanos needs and concerns. Colleges and universities, the public school systems, and the forces of government must all join together to instill into the concept of equal educational opportunity a new vigor, life and meaning. (DS)