An evaluation was done of the New York City Public Schools' Project PRIDE. During the 1990-91 school year, Project PRIDE served 330 mostly Haitian immigrant limited English proficient (LEP) students at Erasmus Hall High School in Brooklyn, of whom 84.5 percent were eligible for the Free Lunch Program. Project PRIDE provided students with instruction in English as a Second Language (ESL), native language arts (NLA) for Haitian Creole, and bilingual content area instruction and native language literacy. The project also provided staff development, parental involvement, and cultural activities. The evaluation was conducted using student and director questionnaires, test scores, and interviews. Analysis found that the project was fully implemented; met its objectives for dropout rate, referral to special education, cultural and social activities, self-esteem and cultural pride, staff development, and parental involvement; and met one objective for content area subjects. The project failed to meet objectives for ESL, language laboratory, and attendance. Students reported an improved attitude toward the Haitian Creole language as a result of program services. The computer-assisted ESL component and parental involvement activities were particularly successful. Recommendations include literacy instruction for all students requiring it, adequate materials and personnel, and improved attendance. (JB)