This is the final report of one of three studies in an overall project entitled "Evaluation of Bilingual Education Programs." This study was sponsored in response to a need for more information regarding bilingual-bicultural education for other than Spanish language groups. The study's objectives were to: (1) identify the major issues involved in bilingual-bicultural education for Native American, Indo-European Asian and Pacific language groups; (2) document the goals, approaches, resources or costs that have been affected by these issues; (3) assess the impact bilingual-bicultural education has had in their communities; and (4) recommend possible federal program changes. An in-depth study was conducted of 10 selected projects in Alaska, Arizona, California, Colorado, Louisiana, Maine, Montana, New York, Rhode Island and Washington. The language groups included were Chinese, French, Inupiat Eskimo, Italian, Navajo, Northern Cheyenne, Passamaquoddy, Pilipino, Portuguese, Ute and Yupik Eskimo. The following are among the major conclusions and recommendations: (1) Some evidence exists that Title VII is having long-range benefits to the bilingual groups being served. (2) There is a general lack of materials, teaching skills, experties in planning materials development, and evaluation at the local project level. One suggested improvement is to provide continuous technical assistance and training throughout the life of projects. (Author/RM)