This report presents descriptive findings from the Language Minority/Limited English Proficiency Student Supplement of "Prospects," a six-year longitudinal evaluation concerning the impact of federal Chapter 1 programs. These programs provide supplemental instruction to low-achieving elementary and secondary school students in low-income schools. Instructional areas supported by Chapter 1 include: reading, mathematics, language arts, English-as-a-Second Language (ESL), and bilingual education. Survey and achievement data were collected from a nationally representative sample of three student cohorts beginning in grades 1, 3, and 7. The report presents data from the first two years of data collection (1991 and 1992) for two of the cohorts (grades 1 and 3), including extensive demographic information, student out-of-school behaviors and home support, student academic performance as measured by standardized tests, teacher judgment, and self-report, school attendance and grade retention patterns, and the kind, quality, and extent of educational services provided to LEP students. Findings show that LEP students who attend public school are particularly disadvantaged. They come from poor families and live in urban communities with high concentrations of poverty. Their parents have especially low levels of educational attainment, are often unemployed, have only limited proficiency in English, and rarely speak English at home. Despite the importance of early educational intervention, the parents of LEP students are less likely than other parents to send their children to kindergarten. It is concluded that Chapter 1 policies should be particularly sensitive to the needs of low-achieving LEP students, who are more likely to be in low-income schools or schools without adequate services, and who may have difficulty taking standardized tests in English. In addition, the need for more staff training to assist this population is highlighted. (MSE)