Interim results of the study conducted to determine the effectiveness of federally funded bilingual education projects are described. Objectives were (a) to determine the cognitive and affective impact of bilingual education on students in Spanish/English bilingual education projects funded through ESEA Title VII, (b) to describe the educational processes in these projects, (c) to identify educational practices which result in greater gains in student achievement, and (d) to determine per student costs associated with each project. Students enrolled in bilingual projects were contrasted with students not enrolled in such projects. Standardized achievement tests were used to measure performance in language arts and mathematics computation in both languages. Information was collected on student and teacher characteristics and attitudes. Results from teacher questionnaires indicate that few of the students participating in the projects could be classified as having limited English-speaking ability. Title VII Hispanic students, including Spanish monolinguals, performed better in mathematics computation than could have been expected in the absence of a program. Results on English reading and vocabulary tests are mixed but generally less favorable for Title VII students, and observed achievement gains in Spanish language arts by Title VII Hispanic students are said to not be solely attributable to participation in bilingual education programs. (CLK)