This study, undertaken from 1983-84 through 1988-89, compared the relative effectiveness of two alternative programs (structured English immersion and late-exit transitional bilingual education) with that of the program typically funded through the Bilingual Education Act, the early-exit transitional bilingual education program. The…

Describes instructional differences among English Immersion Strategy, early-exit, and late-exit transitional bilingual education programs. The three differ radically in the use of English and the primary language for instruction; these language-use patterns are consistent with each instructional model. Little or no differences were noted in…

This report describes a pilot study of the attitudes and personal estimates of progress of students who have spent 4 or more years in the Amigos two-way bilingual program in Cambridge, Massachusetts. The program currently enrolls about 300 students: 50% native Spanish speakers and 50% native English speakers, approximately half of whom are African…