The final phase of a three-phase study of bilingual education and English as a Second Language (ESL) programs in 144 Texas school districts is reported. The study was conducted from 1985-86 to 1988-89 through site visits and interviews with administrators and teachers. Descriptive data for six schools, selected for the effectiveness of their programs, are summarized, including information on effective practices in curriculum and instruction, curriculum materials, use of computers, parent and community involvement, the principal's role in coordination and communication, and campus philosophy, goals, and expectations for bilingual education. Results confirm earlier research suggesting that bilingual education program success is more likely in an effective school environment. They also illustrate concern among teachers and administrators for the quality of the school's overall educational program and for bilingual education students as members of the total school population. A list of 29 references, a summary of findings from the study's previous phase, bilingual education student classifications, and participating districts' responses to the study are appended. (MSE)