This document discusses an evaluation of the second year of a bilingual program in a large Eastern city funded by Title VII of the Elementary and Secondary Education Act. Like those in a number of other localities, the Spanish-English program described here developed from earlier "English as a Second Language" project. The evaluation was highly localized in nature, in contrast to the contracting process at the national level. Other circumstances served to emphasize the program's local aspect. There was first the matter of a distinctive pattern and rate of influx of Spanish-speaking students. Secondly, the total staff experience in the years preceding necessarily assumes unique configurations in each urban setting. A third circumstance involves the recent history of evaluation in a given setting. Because the present contractor had been hired part way through the first year of the program, the evaluation report for that first academic year was protected if not hedged--by statements of the constraints imposed by the timing of his appearance on the scene. The second year evaluation sought to determine the extent of student improvement in both the cognitive and effective domains. Then the evaluation went further, looking at parental involvement, teacher performance, and case studies related to those students who participated in a special Social Readjustment Class (Author/JM)