The school performance of pupils in grades K-2 of the French immersion program in operation at Allenby Public School in Toronto is evaluated in comparison with that of pupils in the regular English program. The results indicate that by the end of kindergarten pupils in both programs are equally ready for beginning school work in grade 1. By the end of grade 1 immersion program pupils taught reading in French are found to lag behind their peers in the regular program in English language skills involving English reading, but they show some ability to transfer reading skills from French to English. By the end of grade 2, following the introduction of English Language Arts into the curriculum during the second half of the year for 25 minutes a day, immersion pupils have caught up to their regular program peers in most English language skills considered, except for spelling. Throughout grades K-2 pupils in the immersion program perform equivalently to or better than regular program pupils in mathematical skills. They also reveal a considerably higher level of proficiency in French than pupils of corresponding or higher grade levels receiving daily instruction in French as a second language, and perform as well in French as immersion pupils in a more bilingual milieu. The type of program in which the pupils are enrolled does not appear to affect their level of cognitive development. (Author)