This is an evaluation of a Title VII Bilingual Program that was conducted at a New York City high school in 1979-1980. The program served Spanish speaking students. A demographic analysis of the school's neighborhood and a discussion of participating students' characteristics are provided. The program description outlines the project's philosophy, organization, and structure. Instructional components of the program that are reviewed include: (1) student placement, programming, and mainstreaming; (2) instructional offerings; and (3) 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 show students' results on the Criterion Referenced English Syntax Test and other tests measuring native language reading achievement, native language mathematics achievement, mathematics performance, science performance, social studies performance, and native language arts performance. Attendance figures for students are presented along with a comparison of dropout rates between program students and the total school. Conclusions and recommendations are offered. (APM)