A study was made to determine the effectiveness of the Connecticut "pairing" model in improving the school success of Spanish-dominant children classified as low achievers. The study was concerned with whether a carefully designed model of bilingual-bicultural education can improve reading, arithmetic and language arts skills and enhance the self-concept of Spanish-dominant elementary school children. The pairing model consists of one native Spanish-speaking teacher who teaches basic skills in Spanish and an English-speaking teacher who teaches speaking, reading and writing in English. Study methods, scope and statistical findings are reported in detail. It was concluded that the pairing model does increase the Spanish reading achievement of Spanish-dominant elementary school children at a statistically significant level. The model increased English reading achievement at all grades; the increase was statistically significant at the second grade level. Arithmetic and language arts skills were also improved, in comparison with those of children in typical classrooms. In addition, evidence indicates that the pairing model did enhance the development of a positive self-concept in the Spanish-dominant children, who exhibited less negative behavior than their control group counterparts. It is recommended that the pairing model be introduced into all school districts and that teacher preparation institutions establish appropriate training to produce competent staff for such programs. (CHK)