The progress report on the Amigos two-way bilingual education program in the Cambridge (Massachusetts) public schools describes: research on the achievement in mathematics, Spanish, and English of Amigos students and students in control/comparison groups; data gathered on students' and parents' attitudes toward bilingualism and biculturalism; student's self-assessments of academic competence and self-esteem; teachers' judgments of students' academic competence and self-esteem; and social-interactional patterns among Amigos students from different ethnic backgrounds. Features and policies of the program are described in a discussion of the results. It was concluded that Spanish and English language skills had improved steadily in participants of the Amigos, transitional bilingual, and standard English-only programs, but that Amigos students had not suffered any academic loss in mathematics or English despite having only half their instruction in English. By grade 3, Amigos students developed classroom friendships independent of race or ethnicity. While English-Amigos and English controls had favorable views of bilingualism, the Spanish-Amigos were most favorable. Spanish-Amigos also rated themselves highest in personal satisfaction. A tabulation of survey responses and a brief bibliography are appended. (MSE)