During the 1979-80 academic year the Bilingual Program in Community School District 16 in New York City, which served first through sixth graders, emphasized four areas: student achievement in English and Spanish reading, mathematics, and Puerto Rican history and culture; staff training; parental involvement; and supportive services. Student achievement was evaluated through norm and criterion referenced tests. It was found to vary from school to school within the district with most students making gains in most areas. The staff training component offered preservice, inservice and formal training at a university to bilingual staff members. The evaluator found that all activities were carried out successfully. Parents were encouraged to participate in advisory councils, workshops and cultural activities, and in English, Spanish, and High School equivalency classes. Family assistants were also available. The evaluator determined that family assistants and teachers provided a needed liaison with the community and that parents were involved in many activities. Supportive academic and cultural activities were offered by a bilingual resource teacher and were found to be effective. (MK)