Considers the following for students of various ethnic and linguistic backgrounds: (1) distribution in schools with different achievement levels; (2) how they relate to reading and math achievement; and (3) what school characteristics determine achievement in grades three, six, and twelve. All public elementary and high schools in California were…

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…