A study of English-as-a-second-language (ESL) and bilingual education policies in Oregon's local school districts analyzed their contribution to equal educational opportunity and quality education for language minority students. A survey of all public school districts in the state elicited information about eight policy areas: identification and assessment, instructional programs, primary language usage, exiting and mainstreaming, recognition of minority students' cultures, parent involvement, instructional personnel, and program evaluation. Responses to questions in these eight areas were analyzed as they relate to three phases of the Policy Process Model (policy formulation, implementation, and impact) and to state and federal law. Among the findings were that: (1) district policy or standards were infrequently mentioned as the basis for implementing ESL/bilingual practices in the schools, implying de facto policy for most districts and practice based on individual program directors' perceptions; (2) while the majority of districts were in apparent compliance with most questionnaire items related to the law, very few and very diverse districts appeared to meet all requirements for compliance with each law at federal and state levels; and (3) only two districts reported policies and practices supporting all of the basic principles for effectively educating language minority students. (MSE)