This dissertation was designed to provide a comprehensive data-driven evaluation of a Chinese language Immersion Program (CIP) for the stakeholders. CIP was implemented in 2006 with a goal for students to become proficient in the Chinese language and develop increased cultural awareness while reaching at least the same level of academic achievement as their peers in non-immersion programs. Yet, CIP had never been fully evaluated. It was not known how and to what extent this CIP met the needs of immersion students. This study employed Stufflebeam's (2003) CIPP program evaluation model to determine the CIP's Context, Input, Process, and Product. A mixed method was employed for this study. Finally, a meta-evaluation survey was used to determine the level of the utility, feasibility, propriety, and accuracy of the evaluation. The findings of the study showed that (a) 3 out of 3 program planners and 11 out of 14 Chinese teachers (75.91%) agreed that the goals met the addressed needs; (b) 3 out of 3 program planners and 12 out of 14 Chinese teachers (83.50%) agreed that the selected approach and plans were feasible, compatible, successful, and cost effective; (c) 3 out of 3 program planners and 11 out of 14 Chinese teachers (78.61%) agreed that CIP was implemented as designed, that the concerns and ideas for improvement were handled efficiently, and that negative side effects were analyzed and minimized; (d) CIP students scored significantly higher than the similar students in non-immersion programs in English reading, math, and science. Furthermore, CIP students clearly demonstrated consistently strong higher academic performance measured by the EOG tests starting from the 3rd and continuing through the 5th grade; (e) CIP students scored significantly higher in mathematics than in English. In addition, CIP students scored significantly higher in mathematics than that of all comparable schools across all measures. CIP has reduced the achievement gap in mathematics between the majority and minority students, which was substantiated by 3 years' CIP EOG test results; and (f) there was no significantly statistical difference between combined CIP students' YCT listening and reading scores and that of a Chinese immersion program in Minnesota, with students of less diverse population and higher socioeconomic status. This revealed that the modified CIP Chinese language immersion model served the needs of the diverse students effectively. Finally, 3 out of 3 advisory panel members scored the evaluation process at least 80% for the utility, feasibility, propriety, and accuracy of the process. In conclusion, the criteria for each of the evaluation questions were met or exceeded by the substantiated results; therefore, although the recommendations for CIP's improvement were made, CIP was successful as designed. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]