Two related, federally-funded bilingual education projects in Philadelphia are evaluated: the Bilingual Learning Centers in Junior High Schools and the Bilingual Learning Centers in Elementary Schools. The aim of these projects was to improve the cognitive skills of limited-English-proficient pupils through the addition of individualized instruction in learning centers to ongoing bilingual education programs. The native language of most of the pupils was Spanish, and the projects served two junior high schools and two elementary schools. The learning centers were staffed by resource specialists and bilingual aides, and provided specialized equipment and small-group instruction to assist in individualization. The programs were evaluated by statistical analysis of participants' standardized achievement test scores and attendance records. Findings showed that the junior high and elementary school projects met their objectives in attendance and English reading skills, but neither met the English vocabulary acquisition objective. The listening comprehension objective was met only by the elementary school project, and the mathematics computation objective was met only by the junior high school project. A list of center resources and results of the statistical analyses are appended. (MSE)