This study examines the academic achievement levels of first and second generation Asian and Hispanic immigrants. Contributing factors to achievement such as parental involvement and behavioral characteristics of children are taken into account in analyzing the effect of being a first or second generation Asian or Hispanic immigrant. In order to conduct this research, I apply a cross-sectional OLS regression to the Early Childhood Longitudinal Study, Kindergarten class of 1998–99 (ECLS-K) provided by the US Department of Education. I utilize this OLS model to analyze the achievement gaps present in the US in reading, math, and science scores among different ethnic minority groups and how those gaps change over time or between generations. The academic outcomes of these immigrant groups are put into comparison with native groups to identify where the largest gaps are present. The magnitude and significance of the results are reported in the usual fashion and implications for policy are provided.