Some families, parents and children included, may not be fully prepared or aware as they enter into the commitment of a dual-immersion language elementary education experience. One factor crucial for a dual-immersion program to meet its objectives, parents and students must commit to a minimum of five to six years of their elementary education to…

Presents an evaluation of the partial French immersion program offered in the English schools of the Ottawa Roman Catholic Separate School Board from grades one to four. Variables under study include pupil skills in English and French, teacher ratings of classroom behavior, and parental views. (Author/MES)

Students' use of French in unsupervised classroom situations and outside the classroom was investigated in immersion center schools (all students are involved in French immersion programs) and dual track schools (French immersion programs co-exist with regular English language programs). A total of 414 students in grades 3 and 4 were observed…

The evaluation of bilingual education programs is complicated by such factors as the diversity of evaluation methodologies and program goals and the reliability of instruments for minority language students. Three bilingual program evaluations in foreign countries are described in terms of their different contexts and approaches in order to raise…

Summarizes an evaluation of an early French immersion program at grades 6 and 8. In English language skills, immersion students performed as well as, or better than, English-only program groups; in mathematics and sciences, immersion students did as well as their comparison group. Other findings are discussed. (PJM)

The results (compiled in 1989) of two studies relating to the Culver City (California) Spanish Immersion Program are presented. The program, begun in 1971, provides immersion education for kindergarten through fifth grade and is articulated with a middle school program for immersion students. In 1987, two surveys gathered parent and teacher…

Presents the findings of an evaluation of a double immersion program in Hebrew and French undertaken by two English-speaking Hebrew day schools. (Author/RM)

In discussing the problems of evaluating Canadian bilingual immersion programs, six related aspects are separately considered: (1) the research design, (2) the students tested, (3) the nature of the tests used, (4) the methods of analysis employed, and (5) the interpretation of findings. (Author/SJL)

This is a report of the findings of a longitudinal study of the immersion program in one school district through the primary grades, and a description of the British Columbia French Study, an evaluation of elementary French programs in the province. Discussion includes grade level and staffing questions. (AMH)

English-speaking pupils, who had participated since kindergarten in a French immersion program, were compared to French-speaking students and to English-speakers in a regular elementary program which included French instruction. Standardized tests in French, English, and mathematics showed achievement patterns consistent with those reported in…

Student achievement in grades kindergarten through four in the partial immersion program of the Ottawa Roman Catholic Separate School Board was investigated. Achievement in English and French language arts, mathematics, social studies, and science was assessed using instruments referenced to learning objectives. Student and teacher background…

A comparison was made of an early French immersion program and an English language elementary program. Major trends resulting from the comparison are summarized. Comments and criticisms are made by three guest analysts. (RM)

An analysis of SAT-9 scores since passage of Proposition 227 indicates that scores increased for all students, not just for English-learning students; scores increased for most districts regardless of the programs implemented; it was not possible to isolate the impact of Proposition 227; and SAT-9 is not an appropriate measure for assessing…

Findings and conclusions of three studies are reported: (1) comparison of two variations of a French core program, (2) an enrichment program attempting to change attitudes, and (3) a comparison between an immersion program and an intensive program. Three guest analysts comment and criticize. (Author/RM)

This report describes a districtwide evaluation of the instructional services provided to English language learners (ELLs) enrolled in Structured English Immersion classrooms in grades 1-3. The program uses two models (teaching in English, with the primary language for clarification, and teaching primarily in English, with other instruction in the…