An overview of the educational and language status of Hispanic American children is presented using data from a variety of sources. The following topics are reported on: (1) enrollment in private and public schools and by age category; (2) delayed education (enrollment two years or more below expected grade level) by language characteristics and ethnic subgroup; (3) high school completion for Hispanics versus non-Hispanics; (4) high school dropouts in metropolitan and nonmetropolitan areas, compared with whites; (5) high school noncompletion, by language background; (6) functional illiteracy, in metropolitan and non-metropolitan areas and by ethnic subgroup; (7) occupational aspiration by comparison with whites and blacks; (8) parental, counselor, and student expectations for postsecondary education, by comparison with whites and blacks and by ethnic subgroup; (9) type of postsecondary education sought; and (10) language characteristics of the population, including numbers of language minority persons, limited English proficient children, and services available to limited English proficient children. Problems in data collection on language characteristics are outlined. (MSE)