This study assessed the bilingual instructional support component in Philadelphia's (Pennsylvania) New Instructional Model schools in the 1990-91 school year. Focus was on the following topics: (1) the extent to which the bilingual instructional support component had been implemented in the 32 schools; (2) the appropriateness and quality of the tutoring provided at the 11 schools selected for in-depth study; and (3) Asian high school students' perceptions on how well the bilingual instructional support components met their need for academic assistance. Data included that 118 tutors had been hired, of whom 71 percent were Asian. Observation data showed that in most high schools classes, teachers and tutors circulated to assist students. At the elementary school level, regular English-as-a-Second-Language (ESOL) instruction took place while tutors worked with one or more students at the back of the classroom or another location. Teacher interviews showed general satisfaction with tutors, although some teachers were unsure of the tutors' knowledge and some differed in their direction of the tutors. Recommendations include recruiting more tutors and providing training and other improvements to the tutoring component. Student focus groups conducted with 40 high school students showed that 85 percent of the students found the bilingual instructional support period helpful. An appendix tabulates the survey results for 32 schools. (JB)