107 achieving in English. I then followed these students throughout their school day to observe their classroom behavior and their interaction with the other students, teachers, and other people in school. Students were interviewed individually and in small groups in the testing room. The interviews were recorded on cassette tapes. As an introduction, students were told: they could discuss whatever they wished; they could stop at any time; they were not required to talk about anything they did not want to talk about; and personal in formation would be held in confidence. They further had the right to ask me any questions which they wished. After giving these instructions, I informed the students I had never been to Cuba but had always wanted to go there; they could help me know what life there was like by telling me about their school experiences. They were encouraged to make me actually see what everything looked like by describing it in as much detail as possible (see Appendices H and I for Student and Parent Interview Schedules). The schedule is an outline of the format of questions which were asked. Questions were open-ended so the students could provide as much or as little information as they desired. After students had talked about Cuba, they were asked to contrast their school life in Cuba with their school life in the U.S. A conscious effort was made by the researcher to avoid any type of question or remark which would indicate a value judgement about what was said. A similar interview schedule had been developed for the parents. However, only four parents, two males and two females including a husband and wife, participated in the interviews. The reason why so few parents participated in the interviews can only be speculated.