The Emergency Immigrant Education Program of the Houston Independent School District (Texas) was intended to provide services to help immigrant children achieve a satisfactory level of academic performance. A total of 12,135 eligible immigrant students were identified in the Houston schools through October 1995, an increase of 149% above the number for the previous year. An evaluation assessed the identification of eligible immigrant students and the implementation of the services these students received during the 1995-96 school year. In addition, standardized achievement test data represented by scores on the Texas Assessment of Academic Skills (TAAS) for immigrant students were provided to determine the impact of EIEP on the academic progress of eligible students. Compared to TAAS performance in the previous year, the percent passing reading decreased from 58% to 41%, the percent passing writing decreased from 55% to 32%, and the percent passing the mathematics test increased from 39% to 44%. Recommendations are made for program improvement, focusing on teacher training, parent participation, and strengthened instructional services. In addition, it was recommended that the immigrant program staff assess services for limited English proficient students whose home language is other than Spanish. Five appendixes present tables of student achievement data. (Contains 2 figures, 10 tables, 5 appendix tables, and 17 references.) (SLD)