The purpose of this study is to assess the effectiveness of the experimental bilingual education programs in Bridgeport, Hartford, New Britain, and New London, Connecticut, during the first year of operation (1970-71) with respect to selected pupil and parent reactions. Specifically, the evaluation seeks to compare the experimental bilingual education programs with control-group children in three areas: gains in academic abilities in Spanish and English; gains in self-concept level; and attitudes that parents have toward themselves at the end of the year (Does one group feel more informed, interested, involved, and in favor of the school program than the other?). The subjects of the study were economically disadvantaged Puerto Rican pupils in the primary grades in the four cities. Extensive details on the research, procedures, and findings are provided here after a review of other literature on the topic. Summary, conclusions, and recommendations are included. (VM)