This paper examines the schooling achievement of children from bilingual homes and compares them to comparable samples of children from monolingual homes. Extensive follow-up data were gathered in 1985 on a sample of approximately 4,000 high school seniors who entered kindergarten in 1973 as part of a Kindergarten Reading Follow-up (KRF) program. Data included dominant language spoken in the home. Nearly 500 students were from bilingual families. The primary study instrument used was "The Reading Biographer," a booklet designed to measure the schooling history of students from preschool through high school. The major conclusion from the 1985 KRF study was that the student who received initial reading instruction in kindergarten, as compared to those receiving it in first grade, clearly emerged as better readers as high school seniors across all ethnic, social class, and bilingual groups. The current study confirms previous findings and indicates that bilingual students generally are not at a disadvantage in terms of standard educational measures taken in high school. It also supports the most recent arguments that bilingualism has little effects on the general achievement levels of children. It is noted that since more bilingual than monolingual children participated in a beginning reading program in kindergarten, that variable should be examined further. Contains 23 references. (LB)