In 1993-94, Saginaw (Michigan) City School District bilingual and migrant programs operated as one program at 24 elementary schools, 4 middle schools, and both high schools. Enrollments were 633 students, primarily Hispanics, in the bilingual program and 584 students in the migrant program, with considerable overlap between enrollments. Each student received approximately 30 minutes of supplemental instruction per week on a pull-out basis. All students received supplemental reading instruction, while secondary students in the bilingual program also received instruction in basic skills, counseling, and support services. Students were assessed in reading and mathematics using the California Achievement Test. The locally adopted performance standard was improvement in grade-level posttest mean normal curve equivalent (NCE) scores compared to pretest scores. Overall, results were disappointing for both programs. The bilingual program attained the standard in reading for both basic and advanced skills at grades 3 and 5; in basic mathematics skills only at grade 2; and in advanced mathematics skills at grades 2, 4, and 8. The migrant program attained the standard in basic reading skills at grade 3, in advanced reading skills at grades 3 and 10, in basic mathematics skills at grade 2, and in advanced mathematics skills at grades 2 and 10. Recommendations for program improvement include reducing program variations among buildings, offering inservice training for regular educators, centralizing instructional sites, and improving testing strategies. Extensive tables detail pretest-posttest NCE changes by grade level. Appendices also list program enrollments by building and describe identification and eligibility procedures. (SV)