As part of an effort to assess the City University of New York's English as a Second Language (ESL) program, New York City Technical College conducted a study to determine if the ESL course protocol promoted positive academic outcomes among new immigrant students (NIS's) within the regular curricula. Using scores from standardized assessment examinations and measures of college performance from a sample of 717 freshman from 1990, characteristics of the average NIS were assessed and academic outcomes were examined using the following indicators: (1) cumulative grade point average (GPA) after 10 semesters of study, revealing that NIS's generally earned lower GPA's compared to mainstream students; (2) progress toward degree completion based on total credits earned, indicating that NIS's generally earned less credits than mainstream students; and (3) individuals' survival rate in the system as indicated by persistence and graduation rates after 10 semesters of study, suggesting that NIS's did tend to persist longer than mainstream students. Although the data may be interpreted as discouraging, it may be unfair to compare NIS's with mainstream students; a comparison to native-born students requiring remediation may yield more positive outcomes. Data tables are included. (TGI)