Abstract
A total of 372 Grade 4 and 275 Grade 7 students were given a mathematics and a group-administered IQ test. About half the number of students in each grade were enrolled in either the regular (English) or the French Immersion program. There were no differences on mathematics scores or IQs between students from the two language programs in Grade 4. However, Grade 7 French Immersion students displayed significantly higher mathematics scores and IQs relative to regular classroom students; the program effect explained no more than 7% of the variance. When IQ was controlled, the differences in mathematics scores were not significant.
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