The fifth yearly progress report of a bilingual kindergarten and elementary program offering French-language instruction to native English-speakers is based on test results showing the progress of former program pupils in grades 1-4 during the 1983-84 school year. Progress in grades 1-4 was assessed by classroom observation and individual and group tests in English, French, social studies, and attitudes toward French. These students' results are compared with those of students in a French-language school reception kindergarten, an English-language program, and newcomers to the school in question. The comparisons show group differences in the expected direction, with former reception kindergarten students scoring higher than former bilingual kindergarten students, who in turn scored higher than newcomers and English-language program students. Sex differences in language performance found in earlier years had disappeared. Any long-term impact of the kindergarten program is suspected to be in the pupils' willingness to verbalize in French and in the perception of their own abilities with regard to other pupils rather than in academic performance. Additional opportunities for pupil contact through extracurricular activities are recommended over the addition of French-language courses. (MSE)