In 1984-85, the Bilingual Program in Auxiliary Services for High Schools provided instruction in English as a second language (ESL), native language development, and basic education, in addition to a job counseling and placement component, to approximately 1,900 students at 15 sites in New York City. The program served speakers of Spanish, Chinese, Greek, Italian, and Haitian Creole/French, but the largest ethnic group enrolled was the Hispanic group. Many students were recent immigrants whose personal circumstances did not permit a conventional high school education. The objectives of the program were twofold: to enable limited English proficient (LEP) students to develop their English proficiency and content-area skills enough to pass the high school equivalency examination, and to expose students to job opportunities. The program's basic philosophy was to teach analytical skills that would have practical value beyond the scope of the examination. Staffing patterns varied from site to site and reflected both the needs of the local student population and the level of local tax-levy support. Curricular materials were developed and development activities were conducted for staff members. Parents were involved through Advisory Council meetings and other activities. On a program-wide basis, participants made statistically significant gains in three content areas: English, native language, and mathematics. Program evaluations of the bilingual program have found low rates of advancement in ESL levels each year. (KH)