A bilingual program funded under Title VII and carried out in four Bronx, New York, elementary schools is the subject of this evaluation report. Staffing patterns, inservice training, and English as a Second Language classes for Spanish and Italian speaking parents are briefly described. Evaluative data tables are presented for student performance in each of four program areas: native language maintenance, English language development, cultural awareness, and mathematics and reading outcomes. Based on the data, it is concluded that (1) the native language maintenance component was the weakest program segment in terms of measurable outcome; (2) the English language development component was moderately successful; and (3) the academic outcomes produced by the math and reading component of the program were excellent. (GC)