Eight language curricula that are widely used in the Netherlands for children up to grade 8 were evaluated. Questions examined were: (1) whether the use of a particular curriculum results in greater achievement in specific language areas; (2) what differences and similarities exist among these curricula; (3) do differences exist in the ways in which the curricula are implemented; and (4) in what settings is each used. Focus was on determining whether and to what degree the eight language curricula affected achievement in different language areas. In all, 110 schools and 2,750 students in grade 8 participated in the evaluation. The data set is representative for the last grade of primary education in the Netherlands. The effects of the curricula were assessed by a series of tests representing the curriculum's objectives. Although there were many practical and theoretical problems in comparing the curricula, analysis of variance did not indicate any differences in effectiveness among these curricula. It was not possible to calculate differences in the implementation of these curricula. These findings do not imply that education could do without language curricula; without them, good education is not possible. Teachers should be coached to implement these curricula in the proper way. When effective variables are built into the curriculum it might become more effective, and the determination of effectiveness might be enhanced. (SLD)