This multi-site instructional program, in its first year of a three-year funding cycle, provided instruction in English as a Second Language (ESL) and native language arts, as well as bilingual instruction in various content areas, to 400 Spanish speaking students of limited English proficiency in grades 3-8. The functional goal of Project MAS, which was conducted at three elementary and one intermediate schools in the Bronx (New York), was to expedite students' acquisition of English language skills through specialized instruction in mathematics and science. Although the administrators of the four schools involved differed in their views of and approach to bilingual education, the program's director described its philosophy as developmental, one that promotes growth in both languages. Title VII funds supported all administrative and support staff, in addition to five paraprofessionals. Instructional services were provided by tax levy and Title I personnel. Curriculum development efforts were geared to the sciences and instructional materials were developed for physics, biology, geology, and chemistry. In addition, the program provided staff development and parent involvement activities. Quantitative analysis of student achievement indicated that (1) students at most grade levels performed well and made significant gains in English and Spanish reading; and (2) in mathematics, a mixed pattern of gains and losses was evident. Recommendations for future program effectiveness focus on meetings among site principals regarding the goals of bilingual education and the program philosophy, filling the position of science resource teacher, concentrating staff development activities on techniques for teaching language through mathematics and science, and providing more paraprofessional training activities that address the intermediate grade level. (GC)