Designed to establish a comprehensive program of bilingual education in Spanish and English in schools with high concentrations of Spanish dominant Mexican American students, the project aimed to: increase the achievement levels of minority students in the communication skills areas; provide for their special learning needs through a staff with special skills; increase their experience backgrounds; increase the home support for the students' learning goals; improve their self-concept through awareness of their cultural heritage. For evaluation purposes, project objectives were categorized into input, process, and outcome objectives. These were then evaluated via classroom observations, parent and teacher interviews, questionnaires, and standardized tests--the Boehm Test of Basic Concepts, Prescriptive Reading Inventory, California Achievement Test, Prueba de Lectura, Secondary Vocabulary Test, Primary Self-Concept Test, and Piers-Harris Children's Self-Concept Test. Findings included: there was a significant increase in Spanish reading skills; there were high and low gains in English reading skills; observations revealed generally adequate levels of appropriate classroom instructional activities but very low level of incorporation of minority group students' backgrounds and cultural heritage into these instructional activities; successful staff training was conducted for 9 of the planned 20 days due to the delay of the delivery of materials and equipment for instruction. (NQ)