This document provides a brief overview of the results of the recent research and data synthesis funded by the U.S. Department of Education on effective educational approaches that promote the acquisition of English language arts and skills and grade-appropriate content for limited-English-proficient (LEP) students. This group, also known as English Language Learners (ELLs), is a prominent part of the broad population of at-risk young children and school-age youth. The purpose of this document is to inform policymakers and educators of the results of key education research that have implications for the following: the design of educational programs and assessments for LEP and other students placed at risk of educational failure; program placement decisions; and setting program participation time frames. This information is especially timely, given the number of state legislatures and local school districts engaged in systematic educational reform efforts--efforts expected to include ELLs at all levels of language proficiency. Two of the many issues related to the education of LEP students are highlighted: the amount of time that LEP students are permitted to receive special support, and the language of instruction. For each study reviewed, all the bibliographic particulars are provided as are key findings and detailed background information about this study. (KFT)