The research design and analytic approaches used in the national evaluation of the Elementary Secondary Education Act (ESEA) Title VII Spanish/English Bilingual Education Program are described. This study evaluated the entire program, as opposed to individual projects, and had four goals: to (1) determine the cognitive and affective impact of bilingual education projects; (2) describe the operating educational processes; (3) identify the educational practices resulting in greater achievement gains; and (4) determine project expenditure per student. The projects selected for data collection were reasonably mature, in either the fourth or fifth year of funding. Title VII students in grades 2-6 and comparable non-Title VII students were assessed in English and Spanish language arts achievement, mathematics achievement, and attitudes. The Comprehensive Tests of Basic Skills (CTBS), the Prueba de Comprension Auditiva Ingles (an English as a second language test), and a Spanish version of the mathematics CTBS were used, depending upon language dominance and proficiency. The statistical methods used are described: analysis of covariance; residual achievement gain analysis; and norm referenced analysis. Evaluation results and policy implications are not contained in this report. (GDC)