In January 1995, John Marshall High School (Los Angeles, California) implemented a 3-year bilingual special alternative instructional program, Redesign of Educational Services Providing Enhanced Computer Technology (Project RESPECT). The federally funded program was to prepare limited-English-proficient (LEP) high school students for higher education, job training, or work. Specific objectives were for interdisciplinary teams to create instructional units while delivering structured English language instruction to this population, design a multimedia instructional program, offer parent training to foster partnerships with parents, and develop a peer support network of advanced LEP students to help newly-enrolled students gain access to available resources. The third-year evaluation of the project, presented here, measures levels of attainment of seven specific objectives and the success of project procedures, focusing on the goal of full English competence for participating students to meet grade promotion requirements and maximize school and community participation. All objectives were met except for two whose measurement was found to be impossible. Substantial appended materials include three samples of language production by participating students. (MSE)