Summaries of ten dissertations are presented: (1) "Levels of Citizen Participation in Selected ESEA Title VII Bilingual Education Advisory Committees: An Exploratory Study of Power Relationships between Community Clients and School Authorities," by R. Rodriguez; (2) "The Construction and Validation of the Listening and Reading Battery," by M. Lombardo; (3) "The Development and Measurement of Syntactic and Morphological Variables in the Written Spanish of Native Spanish-speaking Students in Fourth to Ninth Grades," by E. Paviolo; (4) "The Relationship of Bilingual Bicultural Education and Regular Education in the Verbal and Nonverbal Performances of Chicano Students," by F. Alejandro; (5) "A Psycholinguistic Analysis of the Oral Reading Miscues of Selected Field-Dependent and Field-Independent Native Spanish-speaking, Mexican American First Grade Children," by A. Eaton; (6) "Mexican American Culture in Bilingual Education Classrooms Grades 1 through 3: A Description of Three Spanish/English Programs in Texas," by P. Gonzalez; (7) "The Relationship of Language Orientation and Racial/Ethnic Attitude among Chinese American Primary Grade Children," by I. Kwok; (8) "The Performance of Bilingual Children on the Spanish Standardized Illinois Test of Psycholinguistic Abilities," by F. McCall Perez; (9) "A Comparison of Achievement of Mexican American Children in the Areas of Reading and Mathematics when Taught within a Cooperative and Competitive Goal Structure," by J. Sanchez; and (10) "Aspira v. Board of Education of the City of New York: A History and Policy Analysis," by I. Santiago. (AMH)