This report describes and presents 1980-81 evaluation results for Project Rescate at John Jay High School in New York City. The project, which was funded under Title VII of the Elementary Secondary Education Act, provided instruction in English as a Second Language and in native language skills for limited proficient students. Bilingual instruction in science, mathematics, and social studies was provided for Spanish speaking students, while those from French Creole (Haitian), Italian, or Portuguese backgrounds were placed in mainstream classes for content area instruction, but were eligible for tutorial support through the bilingual program. Some students whose dominant language was English were involved in the program to facilitate social integration. The report describes the setting in which the program was carried out; student characteristics; program history, funding, organization, goals and objectives; instructional content and procedures; strategies to avoid participant dropouts; curriculum development; staff development; and parent/community involvement. Student response to the program is determined by examining students' attendance, participation in extracurricular activities, achievement of honors/awards, post-graduation plans, and general behavior patterns. Evaluation results presented include student achievement in English language development; growth in mastery of their native language; achievement in mathematics, social studies, science, and native language arts; and student attendance rates. Recommendations for program improvement are included. (Author/MJL)