During 1985-86 the Division of Special Education of the New York Board of Education operated a Chapter 1/P.S.E.N. Remedial Reading and Mathematics Program which served approximately 11,500 English-speaking and limited English Proficient (LEP) students. Of these, 9,627 received reading instruction alone, and 119 received remedial instruction in Spanish. In the public schools, a total of 1,978 students received instruction in mathematics, some also receiving instruction in reading. To measure academic progress English language students took standardized pre- and posttests in reading or mathematics. Consultants observed a holistic approach to reading instruction at 89 percent of the sites visited. Teachers reported favorably on the use of the computer as a motivating learning tool. They requested more materials for LEP students. Reading and math instruction was integrated through the use of word problems and vocabulary study, and an emphasis on practical skills. The student achievement objective for reading in English was not met. However, the mean normal curve equivalent gain in reading comprehension from pretest to posttest was statistically significant. The program objective for the 119 students who were taught reading in Spanish was partially met. The program objective for the students receiving remedial instruction in math was also met. The following recommendations are made for the next program cycle: (1) increase the availability of materials in the LEP and mathematics programs; (2) continue staff development, including the use of innovative materials and a holistic approach to teaching; and (3) review the appropriateness of student assignments to test levels on the Metropolitan Achievement Tests. Data are presented in nine tables. (Author/BJV)