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A paradigm of the relation between bilingual program effectiveness and schoolwide effectiveness is presented. A case study of Calvin J. Lauderbach Community School, an elementary school in which both school and bilingual programs are effective, is presented. The analysis of Lauderbach highlights both the dynamic nature of the effective school and the mutually reinforcing interaction between bilingual programs and school context that produces high levels of student achievement. Implications for further research and for policy matters are presented and discussed in light of the Lauderbach case study.
Carter et al. (Sat,) studied this question.