The debate over the past decade about the pedagogical effectiveness of bilingual education and the research evidence are reviewed. The case for bilingual education rests on the assumption that because children cannot learn in a language they do not understand, they will fall behind academically in programs taught only in that language. Against bilingual education is the argument that, if children are provided less instruction in English, they will achieve less in English academic skills. A large quantity of methodologically sound research on bilingual education refutes both positions. On the one hand, under some conditions both minority and majority students make good progress in programs taught only in the second language, while, on the other hand, the vast majority of bilingual program evaluations show no relationship between time spent with the majority language and achievement in that language. Research data indicate that first and second language academic skills are interdependent for manifestations of a common underlying proficiency. Poor school performance of minority group children may be linked to ambivalence or hostility toward the majority culture group and negative feelings about the minority language and culture. Effective bilingual programs can validate minority children's language and cultural backgrounds while reducing ambivalence toward the majority language and culture. (SW)