This is an evaluation report of a New York City school district educational project funded under Title I of the Elementary and Secondary Education Act of 1965. The program was designed to provide bilingual instruction to pregnant school-age girls who were two or more years below grade level in reading and mathematics. It was also designed for students who were deficient in their ability to speak and understand English. Approximately 40 Spanish-speaking students, aged 13 to 19, were enrolled in the program; however, due to poor attendance and a high rate of attrition, there were only 20 students on register at any particular time. A bilingual teacher, and an educational assistant conducted the program of individualized instruction under the supervision of the school principal. Achievement data are presented for reading and mathematics. A historical regression analysis was used to compare actual posttest scores with anticipated posttest scores. Although this method of data analysis did not reveal statistically significant gains in reading and mathematics, it did show that students gained over one month in both reading and mathematics for each month of the treatment period. Students made statistically significant gains in Spanish vocabulary and comprehension. The program objectives were met for those students who participated in the program. (Author/BS)