Data on language minority children and related services in Maine are presented in tables, charts, and graphs, without narration. Data are presented in these forms: numbers of language minority and limited-English-proficient (LEP) children in public schools (by school district) and non-public schools (by school); additional characteristics of language minority and LEP children, including time in United States, refugee status, receiving supplemental instruction or not, retained in same grade in 1990, referred and/or placed in special education, dropped out, enrolled in vocational education, enrolled in Chapter 1 programs (Elementary Secondary Education Act); support services for LEP children beyond the regular classroom, including bilingual education, English-as-a-Second-Language (ESL) instruction, ESL in lieu of English language arts, ESL pullout, ESL tutoring, ESL after school, summer school ESL, adult education ESL, and sheltered English); methods of identifying LEP children; local public and private costs of LEP children's support services, by service; native languages spoken; trends in bilingual and language minority enrollments since 1985-86; districts with high concentrations of language minority enrollment; enrollment patterns in districts with low-incidence language minority enrollment; patterns in Title VII funded projects; and language minority performance on the Maine Educational Assessment, 1988-92. (MSE)