In 1984-85, the final year of a two-year funding cycle, Project CHASP (Cambodian and Hispanic Achievement for Students and Parents) at Theodore Roosevelt High School in the Bronx, New York, served 75 Hispanic and 71 Cambodian students in Grades 9 and 10. Instruction was provided in English as a second language (E.S.L.) and native language development, in addition to bilingual instruction in mathematics, science, and social studies. For the most part, both the Hispanic and Cambodian student groups came from rural settings and demonstrated low educational skills. Native language arts classes were offered only to Hispanic students because the program did not have a Khmer-speaking teacher. Cambodian students were taught content-area courses by monolingual English-speaking teachers using an E.S.L. approach with the assistance of bilingual Cambodian paraprofessionals. Title VII funds supported administrative and support service positions, guidance services, home visits, extracurricular activities, curriculum development, and staff development and parent participation activities. Program students met the proposed objective for acquisition of English syntax. Cambodian students met proposed objectives for achievement in mathematics, science, and social studies. Data were not provided to assess the objectives for Hispanic students in mathematics. Hispanic students failed to meet objectives in native language achievement. (KH)