This report is the result of an investigation conducted to identify the current issues, resources, and funding priorities in Spanish-English bilingual education in the United States. Although it deals solely with Spanish-English bilingualism, a great deal of the material should prove to be relevant to other bilingual situations in the United States. Chapter 1, "Introduction," defines bilingual education and discusses its goals, justification, and literature. Chapter 2, "Linguistic Aspects of Bilingualism," considers language dominance, language variety, language usage, language teaching, language attitudes, and teacher training. Chapter 3, "Intellectual Development and Cognitive Styles" analyzes the numerous attempts to determine whether bilingualism enhances or depresses performance on IQ tests. Chapter 4, "Culture," deals with the bicultural element in bilingual education programs. The important question of when and what to assess in bilingual education is the subject of Chapter 5, "Assessment," which also deals with assessment personnel, instruments and models. In the final chapter an attempt is made to establish priorities for research. Appendices A and B contain lists of persons consulted and resources for bilingual/bicultural education, respectively. (CFM)