An analysis of eight current government publications on citizenship for immigrants to the United States and results of a survey investigating immigration education correspondence courses are provided. In the first part, subjective evaluations of eight textbooks, based on seven designated criteria (copyright, readability, subject matter, multicultural sensitivity, non-sexist sensitivity, illustrations, and format) are given. Textbook titles are "Our Constitution and Government,""Our Constitution and Government, Simplified Edition,""Our Constitution and Government, Lesson Worksheets,""English, Home and Community Life,""English and Federal Government,""Our American Way of Life,""Our United States," and "Our Government." Based on numerical scores and evaluative comments for each criterion, the author concludes that (1) although texts carry recent copyrights, in general, content is from 20 to 40 years old, (2) readability scores indicate that most materials are at least junior high school level, (3) subject matter is laced with "implicit racism and overt sexism," and (4) there are no colored illustrations and few maps, and drawings generally portray only the most stereotypic image of the United States. In the second part, an assessment of immigration correspondence courses provides data from 21 surveys. On the basis of ten survey items, it is concluded that there is need for more varied print and nonprint instructional materials, more emphasis on English instruction, better recordkeeping on numbers and national backgrounds of students, and improved feedback on student work. (LH)