Project IMPACT, a magnet program in its third and final year of funding, provided instruction in ESL and Italian language skills, as well as bilingual instruction in mathematics, social studies and typing to approximately 200 students of limited English proficiency in a Brooklyn, New York, high school. Nearly all program students were born in Italy; they varied in English language proficiency, native language ability, and overall academic preparedness. Transitional in nature, Project IMPACT aimed to expedite the acquisition of English language skills necessary for full mainstreaming within one or two years of entering the program. Title VII funds supported administrative and support services staff. In addition to the student services provided, the program focused on curriculum development, staff development, and parent participation. Students were assessed in English language development, growth in mastery of Italian, and in mathematics, science, social studies, and attendance. Analysis of student data from 1982-1983 indicated: (1) substantial improvement of students tested in English on Level III (but not Level II) of the Stanford Achievement Test; (2) a passing rate for program students greater than that of non-program students on the New York State Regents Examination in Italian; (3) achievement of program objectives in mathematics, science, and social studies; and (4) higher attendance rates among IMPACT students than among the school population as a whole. (GC)