The perceptions of the school system held by selected 6th grade Chicano students, their parents, selected school personnel, and the power structure (i.e., superintendent, school board members, councilmen, mayor) were examined. Two Texas school districts of equal characteristics and size, with heavy Chicano enrollments were selected. In one, the faculty and administration reflected the student composition; in the other, they did not. The sample consisted of: 15 Chicano students and their parents, 15 teachers, and 15 administrators and members of the community power structure. Similar procedures were employed with both school districts. By using questionnaires and interviews on these selected groups, certain factors associated with lack of academic achievement of Chicano children were identified. In the process, the Chicano value system, culture, family, self-concept and actual scholastic achievement were examined vis-a-vis the Anglo child. The investigation uncovered significant differences in values, role-concepts, self and familial-concepts, as possible factors that influence the educational behavior and achievement of Chicano children. Findings led to the conclusion that lack of achievement among Chicano children is attributed to various sources of conflict between them and the school. (Author/NQ)