The underrepresentation of Chicanos at each point in the educational and professional pipeline has resulted in both a talent loss to society and a loss of important role models for the next generation of Chicano students who aspire to educational and professional careers. This article (a) explores the educational conditions and related outcomes of Chicanos from elementary school through college, (b) examines the theoretical models used to explain the low achievement and attainment of Chicanos in elementary and secondary schools, and (c) investigates two precollege intervention models called the Effective Schools and Accelerated Schools programs and adapts them for use with Chicano students. The issues are discussed in light of their policy implications for the education community in general and the Chicano community specifically. The prospects for further research are also discussed.
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