This report presents results of evaluations of elementary and secondary level bilingual education programs in nine Texas school districts, focusing on ways to serve the needs of limited-English-speaking populations. Differing evaluation procedures were used, and the results reflect a wide range of procedures. The report consists of a description of the overall study and specific program evaluation requirements, presentation of the process and product evaluation findings, and conclusions. Brief descriptions of each participating program, and an extensive description of El Paso's program and its requirements are appended. Major conclusions for all of the participating districts are that: (1) both pilot and non-pilot programs demonstrated improved English proficiency and, where data were available, academic achievement; (2) some pilot programs suffered from insufficient trained staff to fully implement the programs, and extremely high student mobility rates detracted from sequential skills building; (3) continued study of student cohort groups will provide more substantive information about appropriate instructional designs at the elementary level; and (4) existing requirements are now inadequate for secondary-level students. An executive summary is included. (MSE)