An evaluation was conducted of "Project Adelante," an ESEA Title VII project supporting a Spanish-English bilingual education program in Hartford, Connecticut. The federal funding provided personnel for staff development, parent involvement, and evaluation over 5 years of a bilingual education program serving 600 Hispanic children in 3 elementary schools. The evaluation focused on student achievement in Spanish and English and other subject areas, and implementation of staff development and parent involvement. Data on the program's context, input, process, and product were obtained from standarized tests of student achievement, attitude, and self-concept; staff questionnaires; student records; and observations of instruction. Results are presented on educational context, staffing and curriculum, instructional processes, perceptions of administrative support, staff development activities, parent involvement, achievement in primary grades, and achievement in intermediate grades. Among the findings, it is reported that: (1) the instruction, curriculum, materials, staff development, and parent involvement program are of high quality; (2) the parent involvement program has had only limited success in increasing parent involvement; and (3) project pupils show a pattern of low Spanish language scores on entry, a consistent pattern of low achievement, and high rates of repeating grades. Recommendations are made regarding additional Spanish oral language instruction and improvement of the testing program. (RW)