The purpose of this study is to describe the difference in the academic achievement of urban Hispanic high school students based on the small learning community theme. The study used a quantitative method of ex post facto research to examine how the academic achievement of Hispanic high school students differs across the themes of small learning communities. One way, non directional analysis of variances were calculated comparing each of the five themes, which are: Arts, Music & Entertainment, Business & Information Technology, Health, Human & Public Services, and Engineering & Industrial Technology, and Algebra I and English Language Arts tests of the California Standards Tests to determine if there was a statistically significant difference in the academic achievement of Hispanic high school students and enrollment in a specific Small Learning Community theme. Passing rates on the California High School Exit Exam were examined, analyzed, and compared, by grade level, for each of the small learning community themes. In addition, graduation and dropout rates were considered. Even though there was evidence to suggest that there was a difference in some of the data analyzed, none of the actual numbers showed much variation. Although smaller number of student groupings in high schools supports the success of Hispanic students, distinct themes do not seem to be a contributing factor. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]