This report describes the administrators, teachers, and students involved in the Los Angeles (California) Unified School District's programs for students whose primary language is not English. The students were in elementary, secondary, and special education programs. Survey results are summarized at the beginning of the paper, followed by a more in-depth description of the survey, and four appendices which make up about three-quarters of the document. The appendices describe the procedures used to identify and assess the limited English Proficient students; present the tables of data collected in the survey; present the instruments used to collect the data and assess English proficiency; and describe the instruments--the Home Language Survey, the Basic Inventory of Natural Language, and the Bilingual Program Surveys. Conclusions indicated that although the number of limited English speaking students increased from 1982-83 to 1985-86, most categories of school staff did not increase at the same rate. (JGL)