This study reports the follow-up assessments of fourth- and fifth-grade students who had participated in a French immersion program beginning in kindergarten, and of students in the same grades who had not participated in immersion programs. The study was designed to assess the predictive validity of the early identification battery used for four-year-olds and the follow-up kindergarten battery for five-year-olds, and to compare characteristics of the children who had dropped out of the immersion program with those of children who had remained in it as high or low achievers. Of the original 200 four-year-old kindergarten students participating in the study, 138 remained in 1982 and 119 in 1983, most of whom were in the French immersion program in grades four and five. Others were in one grade higher or lower, some in the English or intensive French program by transfer or from the outset, and some in the bilingual program by transfer or from the outset. Detailed information is presented in tabular form with narration on the children's enrollment and progress patterns, teachers' advice concerning enrollment in the programs, teacher ratings, academic difficulties and special help, problems reported by teachers and parents, parent attitudes, achievement levels, and the predictive validity of early assessment variables. A 9-page bibliography concludes the document. (MSE)