This report evaluates a program, in its second year of funding, which provides instruction in English as a second language (ESL) and native language arts to Hispanic students in a Bronx, New York high school. Bilingual instruction is also provided in social studies, mathematics, and science. The program was designed to develop career awareness and to encourage students to develop their bilingual skills as a potential asset in the business world. Program objectives were assessed in mathematics, science, social studies, and Spanish (teacher-made tests), and in English language development via the Criterion Referenced English Syntax Test (CREST). Quantitative analysis of achievement data indicates that: (1) Overall, students met the program criterion of mastery of one CREST objective per month of instruction both semesters; (2) Those enrolled in Spanish language courses achieved the 65% passing objective; (3) In content-area subjects, only 11th grade students in science (fall) and 12th grade students in math (fall), social studies (fall), and science (fall and spring) were able to meet program objectives. The report recommends that students who are somewhat proficient in English be mainstreamed and assisted with tutoring. Further, it recommends that separate testing of the survival skills emphasized in the program be initiated, that greater efforts be made to involve parents, more materials be developed in mathematics and social studies; and that exploration be made of the failure of students to meet program objectives in content areas. (CG)