Five cohorts of students (N = 322) who completed a K-5 Spanish Dual Language Immersion (DLI) program in an urban school district were followed longitudinally through middle and high school completion. Academic and language achievement data included English Language Arts and Mathematics scores on the Standardized Testing and Reporting (STAR) test…

Seven cohorts of students (N = 258) who completed a K-5 Spanish Immersion (SI) program in a suburban California school district were followed longitudinally through middle and high school to understand their academic, language, and social emotional outcomes. Academic and language outcomes included Spanish classes and grades, standardized Math and…

Students who participate in advanced coursework in high school are more likely to enroll and persist in college. This study measured college readiness indicators of high school seniors enrolled in the Utah Spanish Bridge Program and analyzed whether performance differed based on race/ethnicity or on parent college completion. Findings show that…

This study explored how school administrators understand and plan for French immersion program components in K-12 schools in Louisiana. The theory of effective bilingual schooling and the Guiding Principles for Dual Language Education served as the framework of the study. The research questions that guided the study asked how school principals and…

A Mandarin/English two-way immersion elementary program is described from its inception and implementation through the fifth grade, the culminating year of the program. All students in all grades were assessed on their oral/listening, reading, and writing performance in Mandarin using program-created assessment measures. Fifth-grade students also…

Research has demonstrated that students in dual-language immersion programs perform as well as, or better than, their peers in core academic content areas by late elementary school. However, the extent to which immersion education fosters bilingualism has received less attention in the literature. Using data from a four-year efficacy study of…

This study examines various features of foreign language program offerings at 220 public high schools in California. Foreign language program features were examined in relation to the school's Academic Performance Index (API), the school's socioeconomic status (percentage of students eligible for free or reduced-price lunch), and percentage of…

Studies indicate that group work accompanied by the cooperative learning elements of individual accountability and structured independence among group members enhances student achievement. This article illustrates the implementation of a specific type of cooperative learning project called group investigation. The project is based on Slavin's…

A report is made of an experimental German program designed to assess the effects of individualized instruction on four stated areas in a continuous program curriculum. (Author/RM)

Describes the implementation and evaluation of the second year of a three-year pilot project to teach Japanese to students at a Pittsburgh elementary school. Analyses of students' performance indicate that they progressed considerably in developing proficiency in Japanese and that their teachers believed that more could be done to incorporate the…

What happens to English academic achievement when valued class time is devoted to a foreign language in the elementary schools (FLES) program? Is there a reduction in achievement as suggested by a time-on-task hypothesis, or is there some form of compensation, as suggested by additive bilingualism? The school district in this study started a FLES…

Evaluates a bilingual/bicultural education pilot program in which native speakers of Vietnamese, Korean, Spanish, and English participated. Language classes were integrated within the overall curriculum. School attendance, motivation, language proficiency, and academic grades all improved. (PMJ)