This is the fourth report of the evaluation of the French-Hebrew immersion programs at the Hebrew Foundation School and the Solomon Schecter Academy in Montreal. Students in the study were those who had started in the project in kindergarten and grade 1, and, at the time of the fourth evaluation, were in grades 3 and 5 respectively. Two pilot immersion groups and one comparison group were considered. The purpose of the current evaluation was to continue monitoring the development of the pilot immersion groups as they completed grades 3 and 5, in the areas of English, French, Hebrew, and mathematics. Particular attention is paid to the performance of the immersion groups in grade 3. For the third grade, results indicate that immersion students have superior skill in French and parity in English skills with their peers in the control school. There was no evidence that participation in French immersion had adverse effects on the students' Hebrew language development. Results were similar for fifth grade students, and in addition, there was no evidence that the mathematics achievement of the immersion students in fifth grade was adversely affected by participation in the program. (CLK)