In its first year of operation, 1981-82, the Bilingual Demonstration College Preparatory Program in New York City served 81 students of Hispanic origin with limited English proficiency. The program stresses the acquisition of English skills as well as the development of the students' native language and is geared toward mainstreaming students as soon as possible. The program's four major goals are (1) an academically successful student body; (2) enhancement of the staff's professional growth and/or academic skills and a more adequate ethnic balance among the instructional staff; (3) an active parent and community group; and 4) the development of math, social studies, and science materials focusing on the development of basic skills. Attainment of these goals in 1981-82 was negatively affected by the fact that approval to hire staff was not received until two months after the school year had begun. Instructional achievement results were mixed. No formal inservice training for staff took place, and staff development activities were limited to those scheduled schoolwide or within each teacher's academic department. In addition, attempts to get parents involved were unsuccessful. Finally, curriculum materials were developed for both native language arts and social studies. Materials and resources used for this program appear in appendices to this report. (CMG)