The present study examined the relation of English language proficiency to the educational aspirations of Mexican American eighth graders. Research consistently has documented low levels of participation in postsecondary education by Hispanic youth. The present study proposed that English language proficiency had a significant relation to the educational aspirations of Mexican American eighth graders and estimated the proposed relation, controlling for other relevant causes of educational aspirations. The sample consisted of 1,641 Mexican American eighth graders. Results indicated that there was a significant although moderate direct relation of language proficiency to educational aspirations and academic achievement. The findings are of theoretical and practical significance and provide support that better English language skills might lead to improved educational outcomes for Mexican American students. The study also underscores the need for more empirical research on language issues and their relation to educational and psychosocial outcomes for language-minority youth.
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