This study examines differences in the academic achievement of Puerto Ricans, Cubans, and Central/South Americans, and the relationship of those differences to the time spent on homework, educational-occupational aspirations, and background. The following parental factors are examined: (1) the press for English; (2) the press for independence; (3) the educational-occupational aspiration for their child; (4) the amount of time residing in the United States; and (5) the level of educational attainment. Information was gathered from the interview responses of a sample of 108 Hispanic American 10th-grade students and their parents. A model developed from the 1976 Marjoribanks Social-Environmental theory was tested using path analysis. The following findings are reported: (1) the proposed family environment model accounted for 56 percent of the variance in the students' reading achievement and 59 percent of the variance in the students' mathematics achievement; (2) paternal achievement processes played a larger role than maternal processes; (3) the students' educational-occupational aspirations were related to their achievement and to the amount of time they spent on their homework; (4) Cuban fathers displayed higher levels of press for English, press for independence, and educational-occupational aspirations than Central/South American fathers; and (5) Central/South American fathers displayed higher levels of all family processes than Puerto Rican fathers. Implications for remedial programs are discussed. Four tables of statistical data, four illustrations, and a list of nine references are appended. (FMW)