A response to the de Kanter/Baker draft report, "The Effectiveness of Bilingual Education: A Review of the Literature," the monograph argues that: the report contains many misinterpretations of theoretical work in psycholinguistics, sociolinguistics, and educational research and of the empirical evidence on the efficacy of second language immersion and transitional bilingual education programs; theoretical notions are promoted by de Kanter/Baker which are not supported by evidence; the report is premature since it was prepared prior to the reporting of over 48 congressionally mandated studies of bilingual education; and there are blatant examples where de Kanter/Baker's own guidelines were violated in order to include information from methodologicaly inadequate studies that seemed to support the report's ideological positions. The monograph identifies de Kanter/Baker's "a priori" social and philosophical biases as the report's unifying force and concludes that these biases are the basis upon which its conclusions are reached. The monograph suggests that de Kanter/Baker's proposals amount to a return of the policy pendulum to the days before Title VII and do not contribute to a solution to the methodological and philosophical questions raised. A discussion of policy implications and the need for a cross-cultural understanding of the children's educational needs concludes the monograph. (Author/NQA)