An evaluation was conducted of the first year of a 3-year program designed in New York City to serve the needs of Chinese-speaking intermediate grade students of limited English proficiency. The focus of the program was on improving their achievement in mathematics and science while also improving students' English language proficiency. The project proposed to provide enriched mathematics and science instruction in Chinese during the school year and in a 5-week summer institute, with workshops at the school district's Mathematics and Science Resource Center. The program admitted students who had scored at or below the 40th percentile on the Language Assessment Battery. The project enrolled 230 male and 185 female students in grades 4 through 6, of whom 97.8 percent were eligible for free lunches. For the most part, the program carried out the activities proposed in its design. The children were observed to enjoy the resource center activities in particular. The project met its objectives in English language proficiency and improvement of mathematics and higher order thinking skills. Objectives in English-as-a-Second-Language reading were not met. Objectives were met with regard to parent understanding of the children's mathematics and science education, but objectives for parent participation at activities scheduled for them were not met. Recommendations for program improvement in the remaining 2 years of federal funding are suggested. Appendixes describe data collection and analysis and instructional materials. (SLD)