This report is an evaluation of a New York City school district educational project funded under Title VII of the Elementary and Secondary Education Act of 1965. The major goal of the program was to ensure oral and written student mastery of Spanish and English. One hundred twenty-five ninth-grade students, 100 Spanish-dominant and 25 English-dominant, participated in the program. Instruction, supervision, and guidance were provided by a director, four bilingual teachers, five educational assistants, two family assistants, and a secretary. Program students received bilingual instruction in most high school curriculum areas: language arts, social studies, science, mathematics, aesthetics, physical education and crafts. Two specific evaluation objectives of the program were to determine whether Spanish-dominant students would demonstrate statistically significant improvement in oral English, in English language skills, in their ability to read their native language, and in mathematics and to determine whether English-dominant students would demonstrate statistically significant improvement in oral English, in English language skills, in their ability to read their native language, and in mathematics and to determine whether English-dominant students would demonstrate statistically significant improvement in their ability to speak Spanish. An instrument specific to each objective was administered in pre and posttest situations, and the scores were analyzed. The Spanish-dominant students demonstrated statistically significant growth in the use of oral English, English language skills, reading in Spanish, and mathematics. English-dominant students demonstrated growth in the use of oral Spanish, although the gains were not statistically significant. The program was successful in meeting its objectives. (Author/BS)