This document was prepared to promote the development of policies at the school, college, and university levels that ensure that students learn English at the levels required to benefit optimally from their studies. It presents statewide demographic data on California's limited English language speaking students and recommendations for future curriculum planning. The first sections present background on California's non-native English population, including statewide demographics, school data, and economic and workplace data. These sections indicate that an estimated 5% of California's population is limited in their English proficiency and a projected 250,000 foreign immigrants are expected to enter California annually through the year 2000. The number of K-12 students classified as Limited English Proficiency (LEP) was 652,439 in 1988, approximately double the 1980 number. Between 1977 and 1987, Hispanic student enrollment in the state's community colleges increased from 8.8% to 15%, and Asian student enrollment increased from 4.7% to 9.7%. In fall 1987, the overall freshmen pass-rate on the California State University's English Placement Test was 43.5%, but only 28.6% for Hispanic freshmen and 19.6% for Asian freshmen. The bulk of the report consists of recommendations for an intersegmental English as a Second Language (ESL) Agenda. These recommendations focus on: (1) expectations of freshman language competencies; (2) standards for student language performance levels; (3) coordinated and articulated assessment policies; (4) issues in the assignment of baccalaureate credit and intersegmental transfer; (5) visibility and status of programs for LEP students; (6) in-service and pre-service preparation of all California to teach LEP students; and (7) statewide priorities and planning. (WJT)