Using data from seven cohorts of language immersion lottery applicants in a large, urban school district, we estimate the causal effects of immersion programs on students’ test scores in reading, mathematics, and science and on English learners’ (EL) reclassification. We estimate positive intent-to-treat (ITT) effects on reading performance in fifth and eighth grades, ranging from 13% to 22% of a standard deviation, reflecting 7 to 9 months of learning. We find little benefit in terms of mathematics and science performance but also no detriment. By sixth and seventh grade, lottery winners’ probabilities of remaining classified as EL are 3 to 4 percentage points lower than those of their counterparts. This effect is stronger for ELs whose native language matches the partner language.

The purpose of this article is to contribute to the theoretical understanding of African military coups d'etat. We begin by replicating a well-known model (Jackman, 1978) that purports to identify the structural determinants of coups d'etat within the states of Sub-Saharan Black Africa. When the research problem is changed slightly to focus exclusively on military coups, we find major weaknesses in the original Jackman model. We then extend and refine this model and thereby account in a theoretically meaningful fashion for 91% of the variation in military coups within 35 Black African states from 1960 through 1982. Our major substantive findings indicate that Black African states with relatively dynamic economies whose societies were not very socially mobilized before independence and which have maintained or restored some degree of political participation and political pluralism have experienced fewer military coups, attempted coups, and coup plots than have states with the opposite set of characteristics.

Research has demonstrated that students in dual-language immersion programs perform as well as, or better than, their peers in core academic content areas by late elementary school. However, the extent to which immersion education fosters bilingualism has received less attention in the literature.

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Three of the most frequently asked questions of leadership are: (1) What is it? (2) Why 0is it important? and (3) What are its conditions? How we answer these three questions of leadership depends in no small degree on our assumptions about the nature of social organization.