This report focuses on linguistically and culturally diverse students who enter the formal education process from homes and communities in which English is not the primary language. These students experience unrealized academic success. Data are presented on Hispanic students as an example, showing a 40% non-graduation rate, a 35% grade retention rate, a two to four grade level achievement gap, and a school segregation occurrence of 70%. California data are used to illustrate the anticipated rise in culturally-diverse school-age students over the next four decades; by 2030, 70% are expected to be non-Anglo. Recent research is reviewed on effective instructional practices, including high levels of communication, integrated and thematic curriculum, collaborative learning, language and literacy, and perceptions. It is concluded that linguistically and culturally diverse students can be served effectively, that they can achieve academically at levels at or above national norms, and that instructional strategies that work best acknowledge, respect, and build upon the language and culture of the home. Teachers are the key players and native language instruction is key in the early grades. Brief suggestions are offered. Contains 10 references. (LB)