Project Esperanza supplemented the basic special education program for handicapped students with limited English proficiency (LEP) by providing (1) staff training and consultation, (2) materials development, identification, and evaluation, (3) assistance in the diagnosis of educational needs and the prescription of instructional strategies, (4) direct individualization of instruction, and (5) outreach services. During 1982-83, the project's third and final year, 515 students were served in 28 elementary, intermediate and secondary schools in New York City. Project staff included a project coordinator, two resource specialists, a curriculum specialist, two educational assistants, and two family assistants. Analysis of data from pupil achievement measures, program records, and interviews and observations lead to the overall conclusion that Project Esperanza provided an effective, comprehensive program of supplementary services that promoted the academic development of handicapped LEP students. All program objectives for pupil achievement were attained: proposed criteria were met in English and Spanish reading, oral-English proficiency, mathematics, and cultural heritage. The project objective for teacher training was also attained. After participating in teacher workshops, classroom teachers demonstrated proficiency in developing culturally-relevant individualized lessons for bilingual special education students. The objective for parent involvement was not attained, despite efforts by project staff and improvement over previous cycles. Relative to many other projects for similar populations, however, a moderate degree of parent participation was achieved. (Author)