An evaluative study in New York (New York) comprehensive half-day public school prekindergarten programs serving language minorities is reported. The study investigated effectiveness of city policy supporting the use of the children's native (home) languages for some portions of instruction. Information was gathered on: (1) supervisory staff's identified goals and strategies for language-minority children; (2) program achievement of student needs through classroom activities and staff language use; (3) differences in classroom activities and language use between bilingual and monolingual groups; and (4) differences in overall student growth between groups. Student growth measurements included 23 items in 5 skill areas (gross motor, fine motor, language, visual discrimination, memory). All staff identified effective transition to English instruction as a goal, and many identified language maintenance and/or instruction. Home-to-school transition was also mentioned. One staff member was explicitly opposed to native language use in school. All schools used strategies intended to promote gradual transition to English. A variety of classroom factors (supplies, equipment, instructional materials, activities) were identified as having differential effects on development. Bilingual classroom teacher native language use was seen primarily in experiential and instructional contexts. Achievement results suggest that developmentally appropriate inclusion of children's first language is beneficial. (MSE)