This multisite project, in its third and final year of funding, served approximately 350 recently immigrated Haitian students of limited English proficiency at three New York City high schools in Brooklyn and Queens. The students varied in their proficiency in Creole, French, and English. The major program goal was to expedite English and native language skill acquisition through bilingual instruction which "encouraged the development of a positive self-concept based on the exploration of cultural heritage and the development of a positive career orientation." Dropout prevention was a major focus. Most students initially were placed in the ninth grade and then were mainstreamed on an individual basis upon demonstrating sufficient academic progress. In addition to the student services, this program supported staff development activities and some parent participation. Student achievement data indicated that the program had variable success in area of performance, but attendance rates of project students at each site were higher than those of the general school populations. A number of recommendations were formulated regarding needs assessment, resource sharing with schools, administrative and record keeping concerns, assessment of student achievement and student attitudes, more basic skills instruction, parent participation, materials development, and establishment of staff resource centers. (GC)