Of the more than 2 million Spanish-surnamed students enrolled in the public elementary and secondary schools, more than 70% are located in the five Southwestern states of Arizona, California, Colorado, New Mexico, and Texas, and of these more than 95% are Mexican Americans. However, in all five Southwestern states the proportion of Chicano students to Anglo students decreases at every level, due mainly to the higher attrition and dropout rate for Chicanos than for Anglos. Two key resources are recommended to those interested in understanding the Chicano experience in schools. First is Thomas Carter's "Mexican Americans in School: A History of Educational Neglect," and the second is a set of six reports published between 1970 and 1974 by the U.S. Commission on Civil Rights. Four other publications are briefly noted in this paper. Results of research in the literature are discussed in the areas of achievement, self concept, aspirations, and bilingual/bicultural education of Chicanos. The basic conclusion reached is that the literature available is minimal, inferior in quantity and quality, and falls far short of providing a basis for comprehensive assessment of the problems in Chicano education or a basis for formulation of policies to ameliorate these problems. (AN)