Herbert W. Marsh, Kit-Tai Hau and Chit-Kwong Kong, 'Late Immersion and Language of Instruction in Hong Kong High Schools: Achievement Growth in Language and Nonlanguage Subjects,' Harvard Educational Review, vol. 70, no. 3, Fall 2000, 302-46.
"For two subjects, Chinese and particularly, English, the effects of English Instruction were moderately positive; for one, mathematics, there were small negative effects; and for three subjects, history, geography, and science, the effects were extremely negative...The most important findings, however, were the very strong negative efects of Instruction in English on history, geography, and science." (p. 335)
Two points here. Firstly, apparently for parents and students, achievements in nonlanguage subjects are never and ever as important and useful as that in English. Second, in other words, better achievements in these subjects DO NOT justify Chinese language of instruction at all. Given the predominant advantages of English, the so-called modern lingu franca, and Hong Kong's undeniable position as an international city, mother-tongue education policy would hardly find substainable support and success.
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