A study compared two methods for assessing English proficiency of limited-English-proficient school-age children, for purposes of placement in bilingual and monolingual education programs. The two instruments used were the Idea Oral Language Proficiency Test (forms C and D) (IPT), which assesses oral English proficiency, and the Woodcock-Munoz Language Survey-English (WMLS), which tests cognitive academic language proficiency. Subjects were 20 language-minority children, 11 in kindergarten and 9 in third grade. Tests were individually administered. Results indicate no significant difference in English oral language proficiency scores on the two tests for either grade level. However, overall, more students were designated at lower proficiency levels on the WMLS than on the IPT, suggesting that IPT scores may place more students in bilingual classrooms than in monolingual classrooms. Implications for placement, instruction, and provision of services are discussed briefly. Contains 26 references. (MSE)