The drop-out rates are typically the same for all programs. This is a phenomenon among new teachers. It affects both new immersion teachers and those in the French-language and English-language programs.
The statistics often vary from region to region. We know, for example, that the drop-out rate does not reach these thresholds among graduates from the Université de Saint-Boniface.
Mr. Karsenti's study was conducted three years ago, I believe, and it generally describes what is happening. The profession has some work to do to provide better reception and treatment for new teachers. It must really be a profession of learners. It must also acknowledge that new teachers are in the position of learning. We need to manage this aspect more effectively.
This is not the situation of second-language immersion programs alone.