Sanders, E. T. W., & Reed, P. L. (1995). An investigation of the possible effects of an immersion as compared to a traditional program for african american males. Urban Education [H.W. Wilson – EDUC], 30, 93.

A study examined differences over time between male elementary students who attended the African-American Immersion Academy in the Milwaukee, Wisconsin, school district and African-American male elementary students who attended a traditional school. Findings indicated that, at the fifth-grade level, students who attended the immersion school exhibited a higher level of intellectual achievement responsibility than the students who attended the traditional school. However, there were no significant differences between the immersion-school and the traditional-school students in intellectual achievement responsibility at any other grade levels, and there were no significant differences at any grade level in attitude toward school. Third-grade students in the traditional school actually evidenced higher self-esteem than their counterparts in the immersion school.

Access to full article can be found here: http://journals.sagepub.com/doi/abs/10.1177/0042085995030001007