This is an evaluation of a Title VII Bilingual/Bicultural Program that was conducted at a New York City high school in 1979-1980. The program served Spanish and Chinese speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. A program description outlines the project's philosophy, organization, and structure. Instructional components of the program that are reviewed include: (1) placement, programming, and mainstreaming; (2) funding sources for the instructional component; (3) bilingual classes; and (4) information on program students in English as a Second Language and mainstream classes. Non-instructional components covered include: (1) funding sources; (2) curriculum and materials development; (3) materials in use; (4) supportive services; (5) staff characteristics; (6) staff development; (7) parental and community involvement; and (8) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test and other tests measuring oral language ability, native language reading achievement, mathematics performance, science performance, and social studies performance. Attendance figures for students are also included. Conclusions and recommendations are presented. (APM)