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This article examines the type of economic analyses of capitalism presented by leading exponents of the neoclassical, marxian, Austrian and institutionalist schools of economic thought. Although each school has something to offer, it is argued that all except the institutionalist school are largely insensitive to different types of structure within capitalism and are blind to the cultures and institutions which characterize different kinds of capitalism. This conclusion is reached by addressing three issues: the problem of universal and specific assumptions in economic analysis; the question of "necessary impurities" in an economic system; and the relationship between actor and structure. It is concluded that institutional economics is most sensitive to the immense actual and potential variety within capitalism itself, and recognizes that the development of different capitalist systems can be divergent rather than convergent.
Bilingual education is the use of the native tongue to instruct limited Englishspeaking children. The authors read studies of bilingual education from the earliest period of this literature to the most recent. Of the 300 program evaluations read, only 72 (25%) were methodologically acceptable - that is, they had a treatment and control group and a statistical control for pre-treatment differences where groups were not randomly assigned. Virtually all of the studies in the United States were of elementary or junior high school students and Spanish speakers; The few studies conducted outside the United States were almost all in Canada. The research evidence indicates that, on standardized achievement tests, transitional bilingual education (TBE) is better than regular classroom instruction in only 22% of the methodologically acceptable studies when the outcome is reading, 7% of the studies when the outcome is language, and 9% of the studies when the outcome is math. TBE is never better than structured immersion, a special program for limited English proficient children where the children are in a self-contained classroom composed solely of English learners, but the instruction is in English at a pace they can understand. Thus, the research evidence does not support transitional bilingual education as a superior form of instruction for limited English proficient children.