This evaluation focuses on a project concerned with establishing bilingual/bicultural education for New York City children from homes in which English, French, Spanish, or Yiddish is spoken. The goals, strategies, target population, and staff, parent and student activities of the program, which involved pre-kindergarten through fifth grade students in public and private schools, are described. Evaluation methods used to measure student progress in language development and reading, cognitive and social development, mathematics, science, and culture studies are discussed. The measurement and achievement of adult objectives (such as interpersonal growth and professional development) by the teaching staff are also reviewed. The following student achievement data are presented: (1) end of year reading achievement for public and private school groups, grades K-5; (2) pre/post program reading performance, by language dominance (English, French, and Spanish only), grades 2-5; (3) French reading performance, grades K-4; (4) Spanish reading performance, grades 2-5; (5) concept development by language dominance, for public and private school groups, pre-kindergarten; (6) end of year mathematics achievement for public and private school groups, grades K-5; (7) pre/post program mathematics performance, by language dominance, grades 2-5. The all-around positive results of the program are hailed in the evaluation. (GC)