There have been questions regarding the effectiveness of Federally funded programs. In this paper the possibility that programs might be effective but that their effectiveness is not being reported is investigated. Seven of the twelve Title VII bilingual programs in the New York City high schools were evaluated, using their funding proposals and Board of Education Evaluation Reports, to discover the relationship between input, process and product variables. It was determined that the reporting format made comparisons among programs or between programs and parent schools very difficult. Report forms are discussed. Selected input (personnel cost, staff mix and staff qualifications), process, and product (student attendance, examination scores, and language and achievement test results) variables are analyzed and the findings are described. Specific recommendations for improving reporting procedures are offered. Appended to the work are copies and analyses of individual school program budgets. (Author/GC)