The High School Public Law 89-313 Instructional Support Program was designed to enhance the education of handicapped high school students who were formerly enrolled in state-operated or state-supported settings prior to being transferred to a New York City public school. Eligible students are those with handicapping conditions who may be encountering difficulties adjusting to a high school's special education classroom environment as a result of having come from a highly structured setting. This report evaluates the 1989-90 program. Findings suggest that the program was successful in meeting and surpassing all but one of its stated evaluation objectives. The program generally received positive ratings from teachers, teacher trainers, and site coordinators. Analysis of a sample of students reflected that the program did not meet the first student outcome objective or its alternative (that 80 percent of students would show a 10 percent improvement in Regents Competency Test (RCT) raw scores, or would pass the examination); however, the program not only met but surpassed the second student outcome objective and its alternative (that 20 percent would show a 15 percent improvement in RCT raw scores, or would pass the examination). The report presents four recommendations and includes statistical data in two tables. (AF)