Program results emerging from policy changes concerning identification and placement of limited-English-proficient (LEP) students in one school district are evaluated. The policy changes permitted students classified as bilingual, English-dominant, or English monolingual to be placed by committee in an appropriate instructional program (bilingual, English as a Second Language, or Language Arts Mastery Process), and provided for screening of these groups to determine whether they were LEP or educationally disadvantaged. The latter group would be provided compensatory or remedial services as needed. It was found that the achievement of LEP students in the Language Arts Mastery Program (LAMP) exceeded that of other groups, but other measures did not indicate any clear superiority of one program over another. Of 122 students who would previously have been classified as LEP, 77 were determined not to be. Some formal process to assure that non-LEP, educationally disadvantaged students are given remedial help is seen as necessary. The committees were comfortable placing the students in the three programs. Where LAMP was combined with another program, schools felt the complementary approach was beneficial; however, some schools did not have LAMP programs. (Author/MSE)