ABSTRACT
Segregation has been, and continues to be, a reality for a substantial number of Chicano children and youths in elementary and secondary public schools. In that segregation practices and conditions are not conducive for optimal learning, it is not surprising that school segregation is inextricably linked to Chicano school failure. As noted by Valencia (Chapter 1, this volume), the segregation of Chicano students constitutes a major obstacle in their schooling experience, meaning that such racial/ethnic isolation can be considered a key institutional process in denying Chicanos equal educational opportunities.
