This is an evaluation of a Title VII bilingual program that was conducted at James Monroe High School in New York City in 1979-1980 to serve Spanish speaking students. The evaluation provides a demographic context, information on student characteristics, and a program description. Instructional components discussed include: (1) funding; (2) bilingual classes; (3) mainstream classes; and (4) transition. Non-instructional components reviewed include: (1) curriculum development; (2) supportive services; (3) staff characteristics and development; (4) parental and community involvement; and (5) affective domain. Tables show students' results on the Criterion Referenced English Syntax Test. Also shown are tables measuring students' performance in science, mathematics, and social studies. In addition, test results for native language reading achievement and oral language ability are presented. Attendance figures are given and conclusions and recommendations are offered. (APM)