The primary objective of the project for Improving the Teaching of English as a Second Language in the High Schools was to improve the facility of English-language-handicapped students in the four language skills (listening, speaking, reading, and writing) so that they can make a proper adjustment to high school. Most of the students are from Spanish-speaking or French-speaking backgrounds, althought the project serves as many as 20 different language groups. To overcome the language problem of these students in the 50 high schools selected for participation, three (later increased to four) teacher trainers were employed at the Central Board, a variety of curriculum materials was uniformly introduced to the schools, and a structure was provided to coordinate and direct the overall effort. Specifically, the program objectives which were evaluated were: (1) the efficacy of the teacher-training program; (2) the number of classroom visitations, workshops and demonstration lessons offered by the Central Board staff of teacher-trainer consultants; (3) the degree to which the project has made teacher participants more aware of the special needs of non-English speaking learners; (4) the amount of articulation among high schools in the project reported by ESL department chairmen; (5) a comparison of the dropout rate of ESL students in the program with comparable grade level and aged children in conventional classes; and, (6) student growth on the Puerto Rican Scale "A", a rating scale used by classroom teachers to evaluate the children's ability to speak and understand spoken English. The Linguistic Capacity Index was also used to assess pupil achievement in learning English as a second language. (Author/JM)