Four recommendations for research and educational policy to achieve culturally responsive education are made and discussed: (l) because children differ in sensory modality strength, and the learning of all children in bilingual-bicultural education schools may be depressed in overly verbal environments, all such schools should plan more multisensory instruction; (2) differences in field dependence-independence should be researched; (3) because classroom participation is an indicator of children's engagement and thereby of their learning, and also a valuable learning activity in itself in BBE programs, monitoring of that participation and subsequent planning for change where needed should become a part of formative evaluation procedures in all BBE schools. In a few communities, field research projects of a larger range should be supported, projects in which an ethnographer works with staff and community members on a specific diagnosis of incompatibilities between the interactional styles of community and school, and suggests directions for change and then helps to monitor the results; (4) all school systems should bring the invisible culture of the community into the school through parent participation, hiring and promotion of minority group personnel, and inservice training for the school staff. That inservice training should include both experiential and formal education components along the lines described in the Master Plan for San Francisco. (Author/CLK)