The Chapter 1 English-as-a-Second-Language (ESL) program provided supplementary, intensive English language instruction to limited-English-proficient (LEP) students in 69 non-public schools in New York City. The program's primary goal was to help LEP students gain the listening, speaking, reading, and writing skills necessary to improve their performance in school. Thirty-four schools received services at mobile instruction units, 13 at nearby public schools, and 7 at leased sites. Fifteen schools received computer-assisted instruction (CAI) only; in some cases, CAI was combined with face-to-face instruction. Data from document reviews, test scores, site visits, interviews with staff, and analysis of responses to a teacher survey indicate that the program met its objectives for both face-to-face and computer-assisted instruction (except for one writing subtest), with few differences found for the two modes of instruction. A variety of face-to-face and CAI teaching strategies were used. Recommendations include continued expansion of parent involvement programs, provision of face-to-face instruction for all ESL students, continued adaptation of software for situations where teachers are not present, adjustment in software companies' teacher training schedules, and investigation of the impact of lack of audio component at higher grade levels in ESL CAI. (MSE)