The Eastman Curriculum Design Project was intended to replicate, in seven selected schools, the modified bilingual education program implemented successfully at the Eastman Avenue Elementary School. Program features include: grouping by language proficiency for core subject instruction; separation of languages (no translation or concurrent teaching in two languages); introduction of sheltered English for limited-English-proficient (LEP) students; a balanced curriculum for all students, regardless of language proficiency; emphasis on communicative English; transitional reading program for Spanish-speakers; and emphasis on oral English for both LEP and English-speaking students. Program evaluation showed the following results: staff development was effective in helping teachers implement instructional activities; concurrent instruction decreased from 33% to 3% after one year, in comparison with 29% at other schools; academic gains are likely to be gradual, becoming apparent after 3-5 years; former LEP students transitioned into mainstream instruction (reclassified as fluent English proficient or FEP) outperformed counterparts at other schools in reading and math; project teachers and parents were more satisfied than others with the instructional program; and reclassified FEP students had the highest self-esteem scores of all language classification students at any school. Tables, figures, instruments and training schedules are appended. (MSE)