A summary report is presented of the program that was begun in 1970 in three elementary schools located in a predominantly Hispanic area of the city. The study is divided into four main headings: program description, evaluation design, findings and limitations. The description of the program includes the cultural and social context; the project staff, which represents varying degrees of bilinguality; the project design; classroom organization; and home language usage. The second section discusses the composition of the control and bilingual groups, data derived from analyses of tests, and performance of students over a six-year period. The findings report on performance and trends in reading and math with reference to a control group within the school district and to two main groups of students -- those who were enrolled continuously in the program for three to five years and those who were enrolled in a given year but who did not qualify for inclusion in the longitudinal groups. The limitations described concern the small sample sizes and the non-random basis of assignment to the bilingual group. The favorable conclusions are reported to be at variance with those of the AIR Study ("The Identification and Description of Exemplary Bilingual Education Programs"). Tables and graphs representing pretest, posttest, mean gains and grade equivalents are appended. (AMH)