The John Jay High School Bilingual Program served 206 New York City Spanish, French, and Italian dominant students and 98 English dominant students in grades 9-12. Non English dominant students received instruction ln English as a Second Language or remedial English. English dominant students participated in the program through Hispanic Art classes. Emphasis in the bilingual program was placed on mainstreaming students to prepare them for full integration with their English dominant peers. Supportive services, home visits, parental involvement activities, and community relations programs formed additional program components. Criterion referenced tests were used to evaluate the effects of the program on student achievement. Evaluative findings indicated that (1) students mastered an average of .6 instructional objectives per month in the area of English as a Second Language, (2) Hispanic students showed significant gains in Spanish reading achievement, and (3) 40-71% of ninth, tenth, and eleventh graders achieved passing grades in mathematics. Bilingual students had average attendance rates of 76-92%. (MK)