This final report summarizes the major Local/State Bilingual Program evaluation findings for the Austin Independent School District around four topics: (1) academic achievement; (2) the new kindergarten and first-grade Limited English Proficiency (LEP) exit criteria; (3) bilingual teacher recruitment; and (4) what can be learned from this year's evaluation. The overall pattern of Hispanic LEP pupil achievement was up from last year's levels in reading, language and mathematics computation, but still dramatically below their English-monolingual peers. Vietnamese LEP students' performance was progressing toward or exceeding the national norm. Lowest LEP student achievement gains were in reading. Except for students at Allison and Becker in the Schoolwide Project (low pupil-to-teacher ratios), Chapter l programs showed no achievement benefits for LEP students. The District's new exit criteria for kindergarteners and first graders helped stabilize the previous "entry-exit-reentry" problem. Bilingually-endorsed teacher recruitment has been quite successful, but many more teachers will have to be recruited if the state does not agree to letting English as a Second Language-endorsed teachers serve English-dominant and balanced-bilingual LEP students. (BS)