Interim results of the American Institutes for Research study on the impact of the ESEA Title VII Spanish/English Bilingual Education Program imply that certain inferences can be made about the program, inferences which are unjustifiable. By providing only statistical averages on a national sample, the report does a serious disservice by failing to distinguish between the effects of good programs and weak programs, and treats bilingual education as funded under Title VII of ESEA as an undifferentiated uniform whole. The report is subject to criticism on several grounds: (1) weakness of Pre-and post-test design over a five-month period; (2) inappropriate use of gain scores to assess effects of experimental treatment; (3) unreliability of teacher assessment of students' language ability; (4) inappropriate use of the California Test of Basic Skills to assess English reading ability with limited English and monolingual Spanish speakers, possibly invalidating the results; (5) lack of adequate teacher training and curriculum during the first five years of Title VII funding; (6) distortion of information, defeating the intended purpose of the report, i.e., to provide information for policy makers; and (7) aggregation of students who have received a variety of educational treatments funded by Title VII and who demonstrate varying language ability. (Author/CLK)