This paper reports on the Redwood City study of bilingual schooling for Mexican American bilingual children (grades 3-5), a sequel to Cohen's original study (Cohen, 1975). At the end of six years of bilingual schooling, the comparison group was surpassing the bilingually-schooled children in English reading, while the Bilingual group was generally stronger in Spanish reading. In Spanish vocabulary and storytelling, the Bilingual group was stronger. In English vocabulary the results were mixed and in storytelling the Comparison group appeared to have an edge. In math, the results were mixed. Finally, the Bilingual group reported using more Spanish than the Comparison group, and more Spanish than English. The Bilingual program appeared to contribute to the maintenance of the Spanish language by encouraging the use of Spanish among the students involved. (Author)