Academic growth and personal-social growth of 20 second grade children in the Southeastern New Mexico Bilingual Program at Artesia are compared to 20 second grade children in the standard program. The groups were matched by chronological and mental age, IQ, family income, family situation (both parents, only father, or only mother), number of children in family, parents' education and occupation, and home language. The academic growth was measured using the Peabody Picture Vocabulary Test in both English and Spanish, the Stanford Achievement Test, and an English and a Spanish test in sentence completion format measuring responsiveness. The effects of the bilingual program on the self-image and social interaction of the child were evaluated by self-rating scales administered orally and recorded by the teacher aide on a pretest and posttest basis. Findings showed that the children in the bilingual program made greater progress; both groups of children had a high self-esteem at the beginning of the year but as they grew older their self-concept lowered; there was no significant difference in their social interaction; and the bilingual group responded more rapidly in both English and Spanish. (NQ)