This paper presents an overview of the impact of the Elementary Secondary Education Act (ESEA) Title VII Spanish/English bilingual program. Student, teacher, and project data were collected in 38 projects in their fourth or fifth year of funding, along with data from non-Title VII comparison schools. The research design of this national study is discussed, as are major findings related to project and student characteristics. Less than a third of the Title VII students were classified as of limited English-speaking ability. Almost all of the projects were maintenance bilingual programs rather than transitional ones, as mandated by Title VII legislation. The evaluation is divided into six sections: (1) types of students served by Title VII projects in the study; (2) educational goals of Title VII projects in the study; (3) costs associated with the Title VII bilingual project schools and non-Title VII schools for 1975-76; (4) characteristics of teachers and teacher aides in Title VII projects; (5) impact of Title VII program on student achievement and attitudes; and (6) relationship between (a) gains in student achievement and attitudes and (b) classroom procedures, classroom environment, and teaching staff characteristics. (Author/NCR)