In its first year under Title VII funding, Project BRIDGES (Bilingual Resource Instruction for the Development of Gainful Employment Skills) provided instructional and support services to 346 limited-English-speaking students in three Brooklyn (New York) high schools (South Shore, Sheepshead Bay, Franklin D. Roosevelt). The project's aim was to develop the academic and vocational skills of recent immigrants who had previously failed two or more classes, while simultaneously improving their English language ability. Students received instruction in English as a second language (ESL), native language arts (where available), and mathematics, science, and social studies taught in a bilingual or ESL format and attended mainstream classes in other subjects. The noninstructional component included: guidance and counseling services, career education, tutoring, and extracurricular activities; curriculum and materials development; staff training; and activities to improve parent involvement. Analysis of student achievement data indicates that program objectives were met or surpassed in English, native language course passing rates, and computer skills and vocational course basic passing rates. Mixed results were obtained in content area course passing rates, attendance, and dropout rates. Recommendations for program improvement are given. (Author/MSE)