This monograph considers the problem of low achievement in elementary and secondary schools among Hispanic youth (approximately 75% score below grade on CAP tests given after third grade and remain underachievers throughout their school careers) and makes recommendations for improving equity of education. The root of the problem of Hispanic underachievement is quite often a matter of school personnel having low expectations for their success, resulting in failure to provide effective educational experiences for them. Recommendations for elementary schools include: (1) Teachers and administrators should have high expectations of Hispanic students and assign them to classes and subgroups equitably. (2) Early admission kindergarten classes with high Hispanic enrollment should be implemented, using mastery learning techniques in reading, language arts, and mathematics; highly structured programs in reading and language arts; appropriate on-task activities for 80-90% of instructional time; assistance provided in the classroom, with extra or pull-out instruction available; and a frequent monitoring system for all students functioning below grade. (3) Parent involvement should be developed. Recommendations for secondary schools include: (1) high expectations; (2) counseling for students and parents; and (3) instructional and administrative leadership situations encouraging interaction between all participants. Recommendations for school boards and superintendents include: (1) establishing high standards for Hispanic students; (2) monitoring effectiveness of English language skills programs; (3) providing reward systems for schools reaching performance targets; (4) requiring schools to have clearly defined and publicized academic goals for school improvement each year; and (5) adopting policies of common core curriculum content for all students. Suggestions for intermediate service units and administrator preparation programs are also offered. The monograph includes extensive supporting demographic information. (CG)