A needs assessment survey was conducted of the Russian-speaking immigrant population in New York City. Program goals were: (1) to identify the public and priviate schools with concentrations of Soviet immigrant students; (2) to survey the programs established in the identified schools and their levels of instruction; (3) to identify the bilingual (Russian-English, Russian-Hebrew, Yiddish-English) teachers in the schools; and (4) to assess the availability of instructional materials in Russian, Hebrew, or Yiddish. Data and a brief narrative and analysis are presented based on responses obtained from two types of questionnaires: a school questionnaire distributed to all public and private schools in the city, and a parent trilingual questionnaire distributed to Soviet immigrant parents. Based on the findings, a Russian-English and a Russian-Hebrew language arts program is proposed. To deal with children distributed throughout the grades, a nongraded curriculum approach with initial concentrations appropriate to the early and middle elementary levels is suggested. An important role in the selection of these materials is the Jewish ethnic, historical, and cultural experience in the U.S.S.R., Israel, and in the United States in order to strengthen the students' awareness of their cultural identity and heritage. A Russian version of the report is also included. (SW)