The federally funded Model Development Program of Bilingual Education served 385 students at one elementary and one middle school in Manhattan (New York) in 1992-93, its third year of operation. Participants included 168 native Spanish-speaking, limited-English-proficient (LEP) students and 217 English-proficient (EP) students, both language-minority and English language background. Instruction was provided in English-as-a-Second-Language (ESL) for LEP students, Spanish as a second language (SSL) for EP students, and content areas using a dual-language approach. The program also included a broad staff development component and a strong parental involvement component including high school equivalency courses, college instruction, ESL classes, and other activities. Participating LEP students were selected based on an achievement lag of one year in content areas; EP students were admitted on request. The project met its objectives for ESL, staff development for ongoing education and teacher trainees, and two aspects of parent involvement. It did not meet the reading objective for EP students. Attainment of objectives in SSL, mathematics, and reading for LEP students and in staff development for content-area teaching could not be assessed. Recommendations for improvement include modification of one staff development objective and exploration of EP students' lack of gain in reading. (MSE)