This Native Language Arts-English as a Second Language Program funded under Elementary Secondary Education Act Title I was designed for economically disadvantaged students who were speakers of a language other than English, and whose ability to read and write in their native tongue and in English was not adequate to permit through June 1975 in 34 high schools serving 6,750 students in grades 9-12. Most pupils in the program attended a double period of native language arts or a double period of English as a second language or a double or single period of both or only period, depending on their individual needs. In other subject areas they were integrated into the mainstream of the school. Class size was between 14 and 20 students to provide for individualization of instruction. There were classes, in most schools, for beginning, intermediate, and advanced level students. Parallel programming of these classes allowed students to switch classes as their language competency increased. Results indicated that achievement test scores on post tests, the Stanford Achievement Test and the Inter-American Series Test, showed significant differences in reading comprehension in Spanish and/or French as well as in auditory and reading comprehension in English. Improvement was noted for a major proportion of the population. A special feature of this program is the close relationship between the central office, its director, teacher-trainers, and paraprofessionals. (Author/AM)