The effectiveness of alternative programs for teaching French as a second language in Ottawa and Carleton schools was evaluated. French proficiency, English skills, and academic achievement were assessed among students in grades 3-8 in the core French program, grades 4-6 in extended French, grades 10 and 12 in the bilingual program, and grade 8 students from primary and late entry immersion groups. In general, French proficiency scores were higher for those students who had the most exposure to French instruction, and gains in proficiency were made with each grade level. Among the immersion students, those who entered the program later had higher mathematics scores, but there was little difference with respect to English proficiency or achievement. (RW)