This report presents the results of an external evaluation of a model bilingual program for nursery school through third grade students in the municipal schools of Clovis and Portales, New Mexico. The project is divided into three programs--nursery school, kindergarten, and grades 1-3--designed to reach children with limited English-speaking ability from low-income families. Bilingual and bicultural materials were used to promote development of affective, cognitive, and psychomotor skills. This evaluation, which focused on stduent achievement in language development, reading and math skills, utilized a pre- and post-test design. Among the major findings: (1) Nursery school students made significant gains in language development (English and Spanish) and school readiness and indicated a positive growth in self-concept and personal development; (2) Kindergarten students made significant gains in language development (English and Spanish), school readiness and basic skills; (3) For Grades 1-3, significant differences between control and treatment students were found only for second grade Spanish and first grade reading achievement. These differences were in favor of the treatment group. An appendix to the report describes the instruments used in the evaluation. (Author/BD)