This document evaluates the Australian Contingency Program for Refugee Children (mainly from Vietnam, Laos, and Kampuchea), which aimed to assist the children's English language acquisition and enable them to be integrated as soon as possible into regular classrooms. Chapters cover the following topics: (1) a description of the program; (2) areas to be evaluated; (3) the student sample; (4) data collection procedures; (5) issues in the assessment of proficiency in English, selection of appropriate measures, and results; (6) factors associated with the development of proficiency in English; (7) comparison of the refugee children's performance on literacy and numeracy skills with statewide and countrywide samples; (8) student adjustment; (9) the organization and operation of the program in different States and territories; and (10) schooling beyond the contingency program (a small followup study of the progress of refugee students as they moved into regular classrooms). On the basis of the data presented in these chapters, it is concluded that the program improved English proficiency and assisted integration but not to the levels anticipated. Recommendations are made for changes in the following areas: amount of time spent in the program; the levels of assistance to be offered, depending on student background; classroom organization; overall organization and staffing of the program; and teaching methods, curricula, and resources. Following the body of the report, 22 appendices present data collection materials. (CMG)