The spring issue focuses on the evolution in the education of language minority students. Rosalie Pedalino Porter's article, "On the State of Bilingual Education 1990-1995: 'Forked Tongue' Continued," highlights the advances made by local school districts where students are being introduced to academic content learning in English at a younger age and where principles of effective instruction are being incorporated into models of bilingual education. Shereen Arraf's article, "The Bilingual and Compensatory Education Program of the Dearborn Schools, Michigan: A Model for Systematic Change and Integration of Services," depicts the grass roots movement in Michigan to demand and implement substantial reforms for more flexible and creative math, science, reading, and bilingual programs by pooling Title 1 and bilingual education resources. The fall issue's two articles feature two studies of central importance in the consideration of language education policy in the United States. An article by Barry Chiswick and Paul Miller, "The Languages of the United States: What Is Spoken and What It Means," analyzes the ways in which fluency in the common language of a country affects economic success. A descriptive report by Scott Baker, "Getting It Right: The Seattle School District Program for Limited-English Proficient Students," highlights a successful urban program in a school district with a very high enrollment of limited-English-proficient students. Extensive charts, tables, and empirical data are included. (Contains 72 references.) (KFT)