The purpose of this study was to investigate the perceptions Hispanic eighth grade students have of school and schooling factors as they prepare to transition to high school. Findings from this study will help educators identify the problems and issues related to students' self-perceived possibility of graduating from high school.

Several factors, including high school and career aspirations, academic preparation, perceptions of teachers and instruction, school organization, perceptions of the social and cultural contexts, the home-school connection, and after school employment, were investigated. Socio-demographic, immigration, and academic variables were also studied. The additive model of acculturation, through the lens of school satisfaction, provided a framework for examining the factors, and their interrelationships related to Hispanic students' self-predicted ability to complete high school.

Survey questionnaires were used to collect data from 74 Hispanic eighth grade students. Data were analyzed with descriptive statistics, one-way ANOVAs, and multiple regression analyses. Results provided a more detailed description of the eighth grade Hispanic student population. Data analysis of students' self-perceived ability to graduate from high school revealed significant gender differences. Four variables, gender, home language, having a sibling who dropped out of school, and after school employment, proved to be the strongest predictors of a student's perception of their possibility of completing high school.

Implications for practice and for research were discussed. Teachers, school administrators, and policy makers will find the results useful.