Project BACIS provides instructional, resource, and supportive services for recent immigrants from Cambodia, Haiti, and Vietnam at three New York City high schools (Christopher Columbus, Samuel J. Tilden, and Walton). At each site, students received instruction in English as a second language (ESL). Although the project proposed that both native language arts and content-area classes would be taught in the native language, students were placed in classes according to the availability of such instruction at each school. Supportive services to program students included academic, personal, and vocational counseling, contact with families, and referrals to outside services. Development activities for staff members consisted of attendance at parent advisory council meetings and ESL classes taught by project staff. In 1983-84, the second year of funding, students were able to meet project objectives in ESL, but they were able to achieve attendance and content-area objectives only in the spring. In the fall, the objective was met only in science classes. Students at two sites met proposed objectives for improvement in attitude towards school and cultural heritage, althougn overall success rates fell below the program's criterion. Project weaknesses existed in the area of program supervision, training, and coordination. (KH)