Focusing on the assessment needs of language minority students in the early elementary years and on the evaluation of programs servicing them, this discussion directs specific attention toward accommodating language minority students in the New Follow Through Program. Introductory remarks offer recommendations for developing New Follow Through models for culturally and linguistically integrated settings and for developing tests for English-proficient and limited-English-proficiency children. The first major section describes the state of the art in assessing language minority students. Several ways tests are misused are pointed out and language proficiency assessment, testing school achievement, and teacher assessments are discussed. The second major section examines variables thought to be important in describing programs for language minority students and in studying the relationships of such programs to various student characteristics and local conditions. Model, program, classroom, and student variables are specified and discussed in terms of problems associated with instrumentation and measurement and with respect to measuring variables of interest. The final section identifies problem areas associated with the evaluation of bilingual programs. It is concluded that the inclusion of language minority students in the New Follow Through Program poses challenges and opportunities for curricular, psychometric, and evaluative innovation. (RH)