The principal objective of this part of the multimethod Head Start bilingual/bicultural curriculum evaluation (Juarez and Associates, 1980) was to determine the effectiveness of four early childhood bilingual/bicultural curriculum models developed for Spanish-speaking children. The eight programs assessed had implemented the Alerta, Amanecer, Nuevas Fronteras or the Un Marco Abierto models. Each model was assessed at two sites. Evaluation of Head Start and control group children on selected measures of social competence with model program experience as the independent variable in a pre- and a posttest format was attempted. Areas of social competence tested as dependent variables included the four following domains: Spanish and English language comprehension and production, and concept development and socioemotional behavior. Additionally, a parent interview was designed to gather information on background characteristics of experimental and control group children and their families. Interviewers also sought information related to parents' general attitudes and knowledge, and their educational aspirations for their children. A questionnaire was developed to record teachers' perceptions of Head Start children and parents and, as well, the special characteristics of Spanish-dominant and bilingual Head Start children. In five chapters, the report provides (1) a review of the instruments and data collection procedures, (2) a presentation of the analysis plan, (3) the results of the pretest (forming the bulk of the report), and (4) an examination of alternatives for posttest analysis. (Author/RH)