The Montgomery County (Maryland) Public Schools (MCPS) provide English language instruction to approximately 3,800 students with limited English proficiency. This report represents results of an evaluation of the English for Speakers of Other Languages (ESOL)/Bilingual services offered during 1981-82. The first phase focuses on the entry/exit testing process, and was designed to evaluate the individual instruments used for testing as well as the entry/exit testing process in general. The entry assessment battery utilized consisted of three instruments: the Language Assessment Scale (LAS), the Minimum English Competency Test (MEC), and the Entry Teacher Evaluation interview. The exit battery consisted of a parallel form of the MEC, the LAS, and the Exit Teacher Evaluation. Major objectives of the evaluation were to determine: (1) the validity of the MEC as an entry/exit assessment of students' English proficiency; (2) whether parts of the battery are redundant; and (3) the reliability and validity of the overall testing process. It was found that: (1) test scores on the MEC and the nationally validated LAS are similar, suggesting that the MEC is a valid measure of English skills for Hispanic students in MCPS; (2) MEC scores successfully correlate with classroom performance; (3) the time required to administer the LAS is probably not justified, given its redundancy; and (4) regardless of their scores on the MEC, Asian students receive higher scores on the Exit Teacher Evaluation and are often mainstreamed with less proficiency than Hispanics. These findings led to the formulation of several recommendations to improve measurement validity and reliability. (GC)