More than one-fifth of American school-age children and youth come from language-minority families--homes in which languages other than English are spoken. This volume, the first in a series of three, presents findings of a study that examined exemplary school-reform efforts involving the education of limited-English-proficient (LEP) students. The study focused on language arts in grades 4 through 6 and mathematics and science in grades 6 through 8. Visits to eight exemplary sites showed that: (1) Students do not need to learn English before studying standard curriculum; (2) a comprehensive, schoolwide vision provides an essential foundation for developing outstanding education for LEP students; (3) effective language-development strategies exist and can be adapted to different local conditions; (4) high-quality learning environments for LEP students used strategies that engaged students in meaningful, indepth learning; (5) the sites used a schoolwide approach that restructured school units, time, decision making, and external relations; (6) external partners can help to improve the program; and (7) school districts can play a critical role in supporting LEP programs. A total of 14 tables, 4 figures, 38 sidebars, and a glossary are included. The appendix contains cross-site analysis tables. (Contains 119 references.) (LMI)