This study looks at predicting the length of time the students in the Dallas Public School District (Texas) will remain in a limited English program. Student growth rates determined from 3 years of data were analyzed and compared to expected growth rates identified by the "Woodcock-Munoz Language Survey (WMLS)." The WMLS annual expected scores are based on initial W-scores, which have varying growth rates. With this growth pattern in mind the district data were divided into three groups that had different average expected growth rates. The study then compared the language proficiency growth rates of students in Bilingual English (BE) and English as a Second Language (ESL) programs. Three conclusions were found in light of the standard 1-year gains. First, it is necessary for data to be categorized into groups so that gains of the individual categories can be seen and not masked by one total mean. Second, while the low category exceeded expectations and the middle and high categories did not, students in any category will not reach level 4 (English proficient) in 3 years. This result was not affected by the different programs. Third, the majority of low-scoring first-year students will not reach level 4 when projecting an additional 5 to 7 years, however, the majority of middle and high scoring students should at least reach the 3-4 band, if not level 4. Only with additional years of data can these conclusions be validated. (Contains 14 figures, 3 tables, and 4 references.) (Author/SLD)