This report evaluates a program, in its first year of funding, which provides instruction in English as a second language, native language arts for Haitian and Spanish-speaking students, bilingual classes in mathematics, science, social studies, and typing in Creole/French in a high school in Brooklyn, New York. The program's major goal is to provide all students with special assistance in English in order to accelerate their progress into mainstream academic classes. English language development was assessed via the Criterion Referenced English Syntax Test (CREST). Quantiative analysis of student achievement data indicates that: (1) overall, students tested at Levels I and II of the CREST mastered 0.6 objectives per month, which was short of the proposed criterion; (2) thirteen 9th and 10th grade students made gains in French and five 11th graders showed losses; (3) forty-six percent of the Haitian students enrolled in typing passed the course; and (4) the program attendance rate was significantly higher than the schoolwide rate. The report includes extensive recommendations for program improvement in the areas of administration, teacher involvement, student screening, language-use policy, follow-up evaluation, counseling, parent outreach, facility expansion and safety, and evaluation of the English language objectives. (CG)