As California moves to become the only large industrial State with a numerical majority composed of non-whites, the quality of education and institutional expectations for non-white children diminishes. For example, Hispanic students in California are members of the fastest growing ethnic group in the nation and in the State, but, in 1981, 77% of all Hispanic students attending California public schools were underachieving. Compared to white pupils, Hispanic students were twice as likely to repeat grades, drop out, and read below grade level. Moreover, they have limited access to curricular programs which stress college preparation, particularly in the math and science areas. Those able to enroll in college are more likely than Whites to attend two-year institutions as part-time students. In California, only 7% of Hispanics who enter college each year are likely to receive a bachelor's degree. Similar evidence of educational inequity and neglect can be provided for Blacks and American Indians. Among the practices and policies which limit access and lessen the expected outcomes of non-white students are those that: promote monolingualism, suggest the dominant values of society to be superior to others, establish low academic expectations for students based on their social, linguistic, and economic background, view linguistic and cultural differences as deficits and problems to be remediated, and track students for limited career options. Current policies do promote equities of resources, but policies promoting equality of expectations and treatment remain to be developed. Recommendations for practice and policy development are outlined. (KH)