In 1999, the Intercultural Development Research Association was established to identify 10 promising and/or exemplary bilingual education programs in schools nationwide as determined by participating limited-English-proficient (LEP) students' academic achievement. Researchers requested data on achievement, retention rate, dropout rate, enrollment in gifted and talented/advanced placement (GT/AP) programs, enrollment in special education/remedial programs, test exemption rates, and program exiting standards. Other sources of data included student and school outcome data, school demographic data, teacher and administrator surveys, classroom observations, and focus groups with teachers, parents, and students. Results yielded 25 criteria or indicators of success, including the following: 98 percent or more of all students are not retained in grade; 95 percent or more of all students graduate with a high school diploma; LEP students are not underrepresented in GT/AP programs or overrepresented in special education programs; students participating in bilingual education programs since kindergarten are fully proficient in spoken English and their native language by fifth grade; the school climate is safe and orderly; all parents and community members know the rationale and critical components of bilingual and ESL programs; staff feel accountable for all students' academic success; and high expectations are held for all students. (SM)