This report presents the results of the evaluation of a bilingual education component implemented through the Emergency School Aid Act (ESAA) in the Dallas (Texas) Independent School District. Under the program, multicultural bilingual instruction was provided in 13 schools. Twenty-two percent, as opposed to a projected 60 percent, of the students met or exceeded the program's achievement objectives, as measured by the "Inter-American Series: Test of General Ability." Similarly, the objective of 100 percent of the resource teachers providing supplementary assistance was not met. Parent involvement activities were implemented as designed. In the report, test scores and gains are given by school and level of test, and distribution of pre- and posttest scores are appended. It is suggested that the failure of the Dallas ESAA program to meet its objectives reflects the fact that the objectives were too stringent to be realistic. (JCD)