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A review of the literature reveals three conflicting hypotheses concerning Japanese-American educational achievement. Data from a three-generational, national sample of Japanese-Americans are examined to determine the correlates of the second-generation respondents' (the Nisei) educational achievement. Employing four measures of assimilation-cultural, structural, marital, and identificational-the findings suggest that the greater the assimilation of the respondent, the higher the educational achievement. These findings and their implications are discussed.