This report evaluates Project Data-Tech, a New York City program that served 125 Haitian- and Spanish-speaking students of limited English proficiency and that was designed to improve the educational attainment of these minority children. Participating students received instruction in English as a second language; native language arts (NLA); the content areas of mathematics, science, and social studies; and computer-aided drafting and design. Project staff took courses at institutions of higher education and attended workshops on teaching content-area courses with bilingual and ESL methodologies. Parental involvement activities included project-conducted workshops and monthly activities and meetings of the Parent-Teacher Association, Parents' Advisory Council, and Bilingual Parents Advisory Council. Evaluation data show that the project met its objectives for ESL, NLA, content-area courses, attendance, career conference, staff development, and parental involvement. The project failed to meet its objective for curriculum development: a grant that had been awarded to the project for the purchase of equipment for a robotics class did not materialize, thus the proposed course was not offered. Appendices contain a list of instructional materials and class schedules. Recommendations conclude the report. (GLR)