This report, part of a larger study of the impact of family structures and processes on the social and academic performance of American high school students, focuses on Asian- and Pacific-American high school achievement. The following findings are reported: (1) Asian-Americans and Pacific-Americans exhibit very different patterns in school acculturation processes; (2) the impact of authoritarian parenting is less negative upon first generation high school students or students who speak only a non-English language in the home; and (3) use of both languages (English and Asian/Pacific languages) in the home is associated with the highest level of effort and highest grades in high school among six out of seven ethnic groups of Asian and Pacific-American students studied. The report also discusses directions for future study. Appendices contain the original questionnaire used for the study as well as the follow-up questionnaire used a year later. An extensive list of references is included. (PS)