This document describes how Philadelphia's (Pennsylvania) Asian students who exited from the English-as-a-Second-Language (ESOL) program in June 1990 at seven New Instructional Model schools functioned in mainstream classes. The study population included 42 high school students, 6 middle school students, and 13 elementary school students. The data were collected through student focus groups, interviews with each student's English and science teachers, and an analysis of end-of-year marks. The results indicate that 88 percent of the high school students felt that the ESOL program adequately prepared them to compete with native English speakers, although they would have liked more intensive practice in their English language skills. Ninety percent of the high school students reported passing all subjects in mainstream classes. Teachers reported that 56 percent of the high school students still had problems with their English skills. The six middle school students all felt that the ESOL program adequately prepared them to compete with native English speakers. Five of the six middle school students reported that they were passing all subjects in mainstream classes, but two students felt that they still had problems with English. Teacher interviews confirmed this finding. Of the 13 elementary school students, teachers reported that 8 students had no problems with their classroom work. Analyses of student grades showed a majority receiving As and Bs in all subjects. Statistical data are provided in four tables. (JB)