Value orientations and academic achievement of Mexican American and Anglo public school youth were studied with regard to (1) differences between Mexican American and Anglo values; (2) value differences within the Mexican American pupil subpopulation; and (3) the relationship between value orientations and academic achievement of Mexican American pupils. Data were obtained from a self-administered questionnaire and from official records of scholastic achievement of 2,600 ninth- and twelfth-grade pupils enrolled in the Los Angeles Metropolitan School District. The results indicated that (1) there were substantial differences in some special value orientations between Mexican Americans and Anglo pupils from similar socioeconomic backgrounds; (2) similarities to Anglo value orientations and academic achievement increased with a rise in socioeconomic status of Mexican Americans and from the 9th to 12th grade levels; (3) value orientations of Mexican American pupils in integrated schools were more similar to those of Anglos than Mexican American pupils in other schools; and (4) there were less differences in value orientations between Anglo boys and girls than there were between Mexican American boys and girls, with values of Mexican American boys being more similar to Anglo value orientations than those of Mexican American girls. Several tables are included which summarize the findings. (CM)