Supplemental educational services for limited Enslish proficient (LEP) Indochinese students (grades 6-12) are evaluated, based on data compiled during a 3-year period for a Title VII project in Camden, New Jersey. Project components included the following: instructional assistance; community school coordinator; curriculum development; tutor enrichment; training; and parent advisory council. A planned seventh component, native language counseling, was not implemented. The project goal was for the students to achieve a level of fluency in English that would enable them to learn in a regular classroom environment, complete their education, and function effectively in American society. Trend data for the 3 years suggest that the project was successful. Recommendations include: (1) eliminate obstacles to parent involvement; (2) continue to expand cultural experiences such as native Indochinese speakers and trips to museums and exhibits; (3) continue curriculum development and adaptation in relevant areas; and (4) continue to encourage peer tutoring to reinforce subject matter and provide role models for elementary and middle school students. Exit standards, information on the international classroom of the university museum, a resource guide outline (history of Southeast Asia, and the survey questionnaire are appended. (LB)