Educational opportunities and curricular programs offered by 2 school systems serving multicultural communities in New Mexico were examined. Differential pupil performance between Indian, Spanish American and Anglo students was studied by comparing ability test scores, achievement test scores, attendance records, drop out rates and post high school plans. These comparisons were made at the elementary, junior high, and senior high school levels. Findings indicated that the programs offered by the 2 school systems appeared to be ill-suited for Spanish American and Indian students since even those minority children who began school with a comparable level of ability failed to gain as much from their schooling as their Anglo peers. Moreover, a comparison of attendance, drop out rates and post high school plans among the 3 ethnic groups revealed a cumulative loss of faith in the school and its program among students from the 2 minority groups. (EV)