The new immigration has been underway for decades now, but what kind of assimilation has accompanied this latest wave of arrivals to the American setting?  We present results from a project that aims to shed light on contemporary discussion of socioeconomic assimilation of school-aged youths, concentrating on the second generation. Of particular interest is the degree to which children of ethnic minority group immigrants trace more optimistic or more pessimistic achievement trajectories, as posited by contemporary theories and policy concern.  We make use of recently released nationally representative data within the series of education longitudinal studies.  The High School Longitudinal Study of 2009 (HSLS:2009) has in its second wave information on test score progression from freshman to senior year and on high school dropout.  We estimate achievement models that include measures of prior academic performance, family background and ethno-generational status, as well as adjusting for attrition.  (Measures for school context and neighborhood context, are not yet available, but will be included as soon as that version of the data is released.)  Our nationally representative data consist of 18,623 observations on students who entered the study as high school freshman in 2009 and were followed up in 2012 as high school seniors (or dropouts).  Our initial results for sophomore-senior mathematical score gain point to (beyond controls for ethnicity itself and other background factors) additional gain for second- generation Asian-origin students, lesser gain for second generation blacks and no differential for Latinos.  Our preliminary results for dropping out of high school (coded as ever dropping out by the HSLS), we find that dropout rates appear to be higher for Asian-origin students, appreciably lower for second-generation blacks, and exhibiting no differential among second-generation Latinos.