An evaluation was conducted of the second year of a 2-year renewal program at two high schools in Brooklyn (New York City), the Asian and Arabic Mediated Enrichment Resource and Instructional Career Awareness Program (Project AMERICA), originally designed to ease the transition of Arabic and Chinese-speaking immigrant students to life in America, but the Arabic-speaking component was phased out in 1989. Focusing on basic skills, career development, and preoccupational training, the project proposed to provide services to students of limited English proficiency (LEP) with limited reading and writing abilities in their native language. The design included staff development; dissemination of bilingual newsletters; meetings and English as a Second Language (ESL) classes for parents; development of curricular materials; intensive student instruction in ESL and Chinese Native Language Arts (NLA); and courses in science, mathematics, social studies, and preoccupational training in the native language. During the 1991-92 school year, the project enrolled 432 Chinese, 5 Vietnamese, 2 Arabic, 2 Spanish, 1 French, 1 Russian, and 5 unreported 9th through 12th grade students. Project AMERICA met objectives for NLA, career education, parent involvement, and attendance. It did not meet objective for ESL and attitude toward cultural heritage. It met the objective for content area subjects and dropout prevention. It did not meet objectives for staff development and career advisement. It partially met the objective for cultural enrichment and curriculum development. It met the objective for attitude toward school. This was the last year of programming, and no suggestions or recommendations were made for meeting unmet or partially met objectives. Appendixes describe data collection and analysis and instructional materials. (RLC)