This report presents the results of two years (1988-1990) of the Success for All elementary school restructuring program in grades K-3 at the Francis Scott Key Elementary School (Philadelphia, Pennsylvania). The program was designed to ensure basic skills education for the majority Asian population of the school. The program uses innovative reading programs, one-to-one tutoring from certified teachers, frequent assessment, family support services, and other interventions to assure initial and continued student success. This is the first instance in which the program design was implemented among children whose home language was not English. Results of the first 2 years confirm a pattern seen in other Success for All schools. The effects are strongest for students who begin their reading instruction in the program. Comparison of participants' reading achievement with that of children in a control school show the Francis Scott Key Asian students to be performing substantially better than control school students in kindergarten, first, and second grades. Additional research is recommended to determine whether the Asian students are doing as well as African American students in other Success for All schools. A 12-item bibliography and data tables showing student results are appended. (MSE)