New York's Bilingual Pupil Services program, funded by federal and city governments, promotes linguistic and academic progress among limited-English-proficient elementary school children in selected schools and provides comprehensive in-service training to bilingual paraprofessionals training to become licensed teachers. Recognition as an exemplary program and additional funding have allowed the program to be augmented to serve speakers of Chinese, Spanish, and Haitian Creole. Rigorous selection processes were used for both the paraprofessionals hired and for the schools chosen to participate in the program. Paraprofessionals were provided with monthly workshops, and new staff were given weekly sessions. Progress was monitored with formal and informal site visits. Analysis of student achievement data indicates: (1) significant English language gains for Hispanic students in grades 2-6, with significant losses in grade 1; (2) significant gains in Spanish reading; (3) large gains in mathematics among Hispanics in all grades; (4) English reading gains in most grades among Chinese speakers; (5) large gains in mathematics among Chinese speakers; and (6) significant Chinese reading gains in most grades. Recommendations for project improvement are given. (Author/MSE)