This report describes the results of the Massachusetts study of foreign languages, part of the second phase of the Massachusetts Educational Assessment Program. The assessment was conducted using a random sample of students from all over the state during one year of testing. The report is presented in five sections: (1) background of the study; (2) the measurements and the samples of students; (3) summary of findings; (4) comparison between FLES and non-FLES programs, including a discussion of student responses, decisions to study foreign language, and teacher responses; and (5) implications of the study. Analyses of the data have been made to address questions dealing with the following: (1) the relationship between length and intensity of the study of foreign languages and student achievement and interest; (2) patterns of relationships between classroom practices and student achievement and interest; (3) the possibility of differences between classroom and organizational practices in school systems that begin foreign language study early and systems that do not; and (4) patterns existing in the reasons students give for their decision to study foreign language and for their choice of language. (AMH)