The school performance of pupils in grades 2-4 of the French immersion program in operation in the Ottawa-Carleton public schools is evaluated in comparison with the performance of those in the regular English program. The results indicate that by the end of grade 2, pupils in the immersion program show the same level of cognitive development as pupils in the regular program, are behind their peers in the regular English program only in spelling, show no difference in mathematical skills, and exhibit comprehension of French lower than that of native speakers but significantly higher than regular program pupils. By the end of grade 3, immersion pupils lag behind in several areas of English language skills and in mathematical skills requiring the reading of English, but perform satisfactorily on measures of French reading and listening comprehension and show the same level of cognitive development as regular pupils. Upon completion of grade 4, the immersion pupils reveal for the first time a higher level of cognitive ability than regular pupils. In addition, at this point their English language skills, mathematical skills, and French reading comprehension are equivalent or superior to those of regular students. (Author/CLK)