Project RESCATE, in its third and final year of funding, provided instruction in English as a Second Language (ESL) and native language skills, as well as bilingual instruction in science, mathematics, and social studies, to 185 Spanish-speaking students of limited English proficiency (LEP) at John Jay High School in Brooklyn, New York. In addition, ESL instruction was provided to 20 Haitian, 20 East Asian, 3 Middle Eastern and 2 Italian LEP students. The overall program goal was dropout prevention. To this end, staff worked with students and their parents, offering a variety of supportive services including individual and group guidance, career orientation, home visits to reduce truancy, tutoring, and an alternative school for students unable to function in the mainstream. The program was supported by a combination of Title VII, Chapter 1, and tax-levy funds. Students were assessed in English language development, native language mastery, and in mathematics, social studies, science, and business and vocational studies. Quantitative analysis of achievement data indicated generally significant academic gains; in addition, the attendance rate among program students was significantly higher than that of the general school population. The following changes were identified as having occurred in the three-year funding period: (1) the return of monolingual English speakers to mainstream classes; (2) extension of ESL instruction; (3) incorporation of a remedial mathematics course; (4) strengthening of local business ties to locate employment for program students; and (5) maintenance of a family language program. The evaluation also identified areas where efforts were less successful: (1) documenting non-Hispanic participation; (2) increasing staff development in policy planning; (3) expanding tutorial services; (4) assessing curriculum needs; and (5) identifying materials available from outside sources. (Author/GC)