This report summarizes a study of the long-term academic outcomes of language minority students in five large school districts across the United States from 1982 to 1996. The study is unique in that it examines the long-term effects of instructional strategies on the academic achievement of language minority students, rather than focusing on short-term program evaluations. The research uses a macroscopic approach, analyzing individual student-level data rather than relying on summaries of existing reports. It also emphasizes the importance of long-term, longitudinal analyses and the need for school systems to evaluate their instructional practices to ensure equal educational opportunity for language minority students. The study found that the long-term academic success of language minority students is significantly influenced by the quality and type of instructional programs they receive. Programs that provide cognitive and academic development through both the students' first language and English, as well as interactive, discovery-based learning, are more effective in helping students achieve academic success. The study also highlights the importance of sociocultural support and integration with the mainstream curriculum for language minority students. The research emphasizes the need for school systems to conduct their own investigations to assess the long-term effects of their instructional programs on language minority students. It proposes the Thomas-Collier Test as a means for school districts to self-assess their success in providing long-term equality of educational opportunity for English learners. The study also recommends that school systems adopt a long-term perspective in their instructional strategies, focusing on the overall academic achievement of students across all subjects, not just English proficiency. The study concludes that the long-term academic success of language minority students is closely tied to the quality of instructional programs and the support systems in place. It calls for a reevaluation of current educational practices and the implementation of more effective instructional strategies to ensure that language minority students achieve educational parity with native-English speakers. The research also emphasizes the need for wide replication of findings to ensure their generalizability and the importance of ongoing reform in school systems to meet the educational needs of an increasingly diverse student population.This report summarizes a study of the long-term academic outcomes of language minority students in five large school districts across the United States from 1982 to 1996. The study is unique in that it examines the long-term effects of instructional strategies on the academic achievement of language minority students, rather than focusing on short-term program evaluations. The research uses a macroscopic approach, analyzing individual student-level data rather than relying on summaries of existing reports. It also emphasizes the importance of long-term, longitudinal analyses and the need for school systems to evaluate their instructional practices to ensure equal educational opportunity for language minority students. The study found that the long-term academic success of language minority students is significantly influenced by the quality and type of instructional programs they receive. Programs that provide cognitive and academic development through both the students' first language and English, as well as interactive, discovery-based learning, are more effective in helping students achieve academic success. The study also highlights the importance of sociocultural support and integration with the mainstream curriculum for language minority students. The research emphasizes the need for school systems to conduct their own investigations to assess the long-term effects of their instructional programs on language minority students. It proposes the Thomas-Collier Test as a means for school districts to self-assess their success in providing long-term equality of educational opportunity for English learners. The study also recommends that school systems adopt a long-term perspective in their instructional strategies, focusing on the overall academic achievement of students across all subjects, not just English proficiency. The study concludes that the long-term academic success of language minority students is closely tied to the quality of instructional programs and the support systems in place. It calls for a reevaluation of current educational practices and the implementation of more effective instructional strategies to ensure that language minority students achieve educational parity with native-English speakers. The research also emphasizes the need for wide replication of findings to ensure their generalizability and the importance of ongoing reform in school systems to meet the educational needs of an increasingly diverse student population.