Data on limited-English-proficient (LEP) students in Idaho's public schools and programs that serve this population are presented. Information was drawn from program applications and reports submitted to the state, site visits, and written LEP program assessments. The first part of the report summarizes data of LEP students and programs, including their levels of achievement (above or below district averages, for elementary, middle/junior, and high schools), instructional services provided through both private and public programs, and LEP students' access to district core curricula. Staffing patterns are also reported in this section. The report's second part describes state technical assistance activities, principally through inservice teacher education programs and monitoring of program compliance with regulations. Sheltered science and math workshops and other presentations are listed. Part 3 reports survey conclusions. Findings include continuing intensive efforts statewide to identify and provide services for LEP students. LEP students continue to perform below grade expectations, and use of other standards of success is recommended. Identification methods are not consistent across of within districts. Most LEP students are identified in the lower grades, and an effort is made to provide instruction in the mainstream classroom. Data summaries are appended. (MSE)