This report summarizes the evaluation of the Betterment through Bilingualism Program at Morris High School, New York City, in 1981-82. The program was funded by Title VII of the Elementary and Secondary Education Act for the purpose of developing Hispanic students' English language skills and preventing truancy. Three hundred students were enrolled in the program, half of whom were in ninth grade. Chapter 1 of the report describes student characteristics (sex, grade, race, origin of birth, etc.). Chapter 2 outlines the program's policy, philosophy, organization, funding, and its goals. Chapter 3 highlights instructional components of the program, including native language arts and mainstream courses. Chapter 4 describes the program's noninstructional components: supportive services (educational and personal counseling, home visits); curriculum development; staff development; and parental involvement. Chapter 5 presents the assessment instruments and procedures, and the results of student testing. It is stated that although improvements were noted (from previous years) in staff and curriculum development and classroom language policy, the program still does not demonstrate adequate interface between content area curricula and career/vocational education. Overall, however, the program is judged to be successful. Specific recommendations are offered for improvement in deficient areas. Appended to the report are various instructional aids, evaluation forms, and a bilingual newsletter from the school. (WAM)