The report contains major findings concerning the size and geographic distribution of limited-English-proficient students, the students' characteristics, state and local policies toward special services for this group, personnel providing services, instructional contexts and practices, and the nature of services being provided to them. Numerous data tables are included with the narrative findings and summaries. It was found that districts varied widely in their entry and exit criteria for special services, although several factors were common. The population, based on local school district definitions, was found to be 882,000 public school students in grades K-6. The predominant native languages were Spanish and Asian languages, with the typical school serving three or four non-English language groups. Almost all school districts reported offering special instructional services. Instructional personnel were found to have widely varied backgrounds and experiences; this group included providers of special services, special education teachers, resource or instructional support staff, and paraprofessional aides or tutors. (MSE)