Hong Kong Summer School, a Title III ESEA program in Oakland, California, proposed: (1) to remediate certain English Language errors of written expression in Chinese-speaking children in grades four through seven; (2) to facilitate instruction required to bring about student improvement by inservice meetings and planning; and (3) to actively involve parents in the program. The evaluation demonstrated that all three objectives were accomplished by the program. Evaluator recommendations, which incorporated numerous staff suggestions, included: (1) revised eligibility criteria which emphasize students with beginning and intermediate English language skills; (2) closely aligned program objectives and activities; (3) objectives realistic for a six-week period; (4) increased opportunities for curriculum development; (5) infusion of curriculum with an understanding of the error types relevant to each ability grouping; (6) search for and early ordering of high quality instructional materials; (7) assistance to teachers for the development of effective student reinforcement procedures; (8) development of separate objectives for each language level group; (9) establishment of a control group in future evaluations; (10) refinement of educational impact instruments; and (11) establishment of the relationship of target behaviors to general academic progress. (Author/CLK)