The second year of an individualized multimedia bilingual magnet school project for non-English speaking background students in Philadelphia was evaluated. Approximately 275 students participated in programs at two sites. Bilingual multimedia learning centers containing materials for individual and small-group instruction and computer terminals for computer-aided instruction were formed at each site. Students from Korean, Spanish, Portuguese, Chinese, French, Italian, and Vietnamese speaking backgrounds were provided bilingual instruction as well as instruction in English as a second language. Improvement in English aural comprehension, English reading scores, English speaking skills, Spanish reading scores, attendance, and retention in school were comparable to or greater than those of comparison groups. (Author/RW)