The Southeastern New Mexico Bilingual Program's final report analyzed performance objectives to determine the outcome of the goals set for academic growth in the standard curriculum, as well as in the English and Spanish language arts, and growth in social development of students. The random sample consisted of 20 third and fourth graders from the standard program and 20 bilingual third and fourth graders. 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 evaluation instruments were the California Test of Basic Skills, the Self-Image Test, the Spanish Language Arts Criterion Reference Test, the Otis-Lennon Mental Ability, and the Metropolitan Achievement Test. The findings showed: (1) Spanish speaking students profit richly from a systematic study of their first language and (2) non-dominant Spanish children attain a second language facility in Spanish when taught through systematic language arts curricula. Notations of staff development, acquisition of materials, parent/community involvement, and management are also given. (NQ)