This is an evaluation of the fifth year of a Title VII bilingual/bicultural program that was conducted for Chinese speaking students at a New York City High School. A demographic analysis of the school's neighborhood (Manhattan's Lower East Side) and a discussion of participating students' characteristics are provided. The project's philosophy, organization and structure are described. Instructional components of the program are reviewed including: (1) student placement; (2) English as a second language; (3) native language classes; (4) bilingual classes; (5) transition to mainstream classes; and (6) funding of the instructional component. Non-instructional components covered include: (1) curriculum development; (2) supportive services; (3) staff development; (4) parental and community involvement; and (5) affective domain. Tables provided show students' performance and achievement in reading, mathematics, science, social studies, and native language skills, and also document student attendance figures. It is concluded that the program achieved its overall goals in the areas of student academic performance, bicultural coping skills, mainstreaming, and the development of effective student/staff parent relations. A number of recommendations for extending the program are offered. (APM)