Project Kanpe was a bilingual program intended to help older, talented Haitian students at three New York City high schools acquire English language proficiency while developing their academic skills. According to this evaluation, the project instead served students in critical need of basic skills and remediation. The following points are made: (1) The project was planned to function in conjunction with ongoing bilingual education programs which were not in fact in place. (2) On-site staff developed excellent working relations with students and mainstream staff but were hampered by being accountable to an on-site supervisor and a central project director. (3) In several areas there was insufficient documentation to assess whether the project's objectives had been attained. It was difficult to ascertain how many students received services, and how often, or the subject matter covered in tutorials. Entry criteria varied, and neither exit criteria nor follow-up had been specified. Staff development apparently took place but was not documented. (4) Where documentation was available, as in career orientation and curriculum development, implementation fell short of objectives. (5) Achievement data were available for only one site, making evaluation of instructional achievement difficult. (6) The project did not develop a language development and use policy. (7) Although the project was not implemented as proposed, it did fulfill the urgent needs of Haitian students with limited-English proficiency at all three sites. (CMG)