Longitudinal Study of Three Program Models for Language-Minority Students: A Critical Examination of Reported Findings

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Abstract
This review examines the reported findings and corresponding implications of the national investigation entitled Longitudinal Study of Immersion Strategy, Early-Exit, and Late-Exit Transitional Bilingual Education Programs for Language-minority Children commissioned by the U.S. Department of Education i. 1983 and completed in 1991. The review is intended to assist policy makers and practitioners in identifying the key outcomes of the study and to understand these outcomes within the context of other related research on language-minority education.