Since 2004 Latvian secondary education system is being implemented in education reform in general education institutions which implement minority education programs. Reform, 60% of the subjects are taught in the official language. 2006/2007. school year, the centralized exams taken by pupils in the 2004th began to study mainly the national language. Centralized examination to the quality of pupils' knowledge, skills and skill levels of debt statistics. However, the implementation of the reform years has led to questions that are not reflected in the test data. Namely: Do minority schools, students have remained in minority ethnic identity, the learning process takes place mainly in Latvian? Do minority schools hours and ārpusstudu classroom is the promotion of ethnic identities? The extent to which educational standards, the optional lesson, learning, and other extracurricular programs provide instruction in minority schools to maintain and encourage students to ethnic identity? What attitude to these questions are teachers, the same minority students and their parents? The study can not immediately answer all these questions, it is an attempt to obtain information, and promotes minority cultural and language training in minority-secondary educational institutions, and is promoted as a minority ethnic identity in them.