• Luxembourg is a highly diverse country in terms of the socioeconomic, sociocultural, and linguistic composition of its population. This diversity is reflected in the national education system with an increasing share of students speaking a language other than Luxembourgish and/or German at home. In order to deal more adequately with the increasing language diversity of the student population and to counter educational inequalities that presumably result (at least in part) from a curriculum that places high language expectations on a growing number of students, the Luxembourgish government has broadened the educational offer by introducing European public schools (EPS). These schools follow the European curriculum and allow students to select one main language of instruction among the offered language sections (i.e., German, French, and English). • By combining data from different sources (e.g., administrative student data, expert interviews with stakeholders, achievement scores in mathematics from the Luxembourg School Monitoring Programme “Épreuves Standardisées” - ÉpStan), the present report offers preliminary results on EPS in Luxembourg. They consist of (1) the societal demand for EPS; (2) the composition of the student population in EPS; (3) the perception of EPS by school management teams and parents, and tangible education outcomes in the form of (4) educational trajectories; and (5) academic achievement in mathematics among EPS students compared to their peers in schools following the Luxembourgish curriculum. Described below are the key preliminary findings for each of these aspects: (1) Since 2016, a total of six EPS have opened in different locations across Luxembourg and the amount of students attending EPS has increased considerably at both primary and secondary school level. With the number of applicants surpassing the number of places currently available in EPS, it can be concluded that there appears to be high demand for EPS. (2) With students having a low socioeconomic status (SES) and/or ...