The purpose of this study is to examine how 659 Hispanic students in dual language programs in segregated or predominantly Hispanic/low socio-economic status (SES) schools are performing on standardized tests compared to school and statewide comparison groups. Test results are presented from two separate studies of English language learner and native English-speaking Hispanic students in four schools. Data are consistent in showing that Hispanic students participating in dual language programs in predominantly Hispanic/low SES schools achieve at similar or higher levels compared to their mainstream peers in tests of English. In addition, students achieve above grade level in assessments in Spanish. This study affirms the versatility of the dual language program for this increasingly common educational context.

Forty initially English-dominant Latino students in four 90:10 Spanish two-way dual-immersion programs and 62 of their peers in mainstream English programs were studied to find out if their attitudes toward Spanish and Spanish-dominant individuals differ. Significant differences were found on many variables, with two-way dual-immersion students presenting higher means in each case of statistical significance, especially on variables measuring pleasure with Spanish reading and comfort speaking Spanish in public. Differences, again with higher means for dual-immersion students, were also noted for variables measuring general biculturalism. Attitudinal change is considered in light of relations between Latino generational subgroups.

This study examined how participation of Latino students in two-way dual immersion versus mainstream programs might have impacted students' relationships with Spanish-speaking adults, thus affecting contexts for students to develop resiliency. Participants were parents of 90 fifth-and sixth-grade students (initially English proficient [EP] as well as initially English language learners) in dual immersion, and parents of 103 students of similar language backgrounds in mainstream programs, located in three schools. Also, the students themselves completed questionnaires. Findings showed that a greater number of parents in dual immersion programs perceived that their children grew closer to Spanishspeaking family and communicated more with Spanish-speaking community members, with marked enthusiasm noted especially in open-ended responses by parents of EP students. Statistical analysis showed significantly higher means of responses for dual immersion parents compared with parents of mainstream students on questions related to these issues, which was the case for students' responses as well.

Science students are increasingly challenged to use technical language related to the topics that they are studying, and therefore, science teachers benefit from knowing which tools are effective to support students in learning to use new terms. This study examined the impact of using one such tool-sentences frames-to teach science vocab-

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