A study by the Texas Education Agency examined the variables contributing to the academic success of economically disadvantaged and language minority students. Data were collected from seven high-achieving elementary schools with high poverty rates and high percentages of limited English proficient (LEP) students via teacher questionnaires; interviews with teachers, administrators, and parents; classroom observations; and an analysis of LEP students' performance on the Texas Assessment of Academic Skills (TAAS). Findings indicate that these effective schools had clear missions, high expectations for success, principals that were instructional leaders, frequent monitoring of student progress, an emphasis on instructional focus and time on task, a safe environment, and good relations with parents. Each of the school's principals had a master's degree and extensive training and certification in bilingual education and English as a second language (ESL). All teachers of LEP students were bilingual or ESL certified. Both Spanish and English were used for direct instruction and were given equal prestige. Teachers collaborated on developing integrated curricula. Phonics lessons were reinforced through technology, and manipulatives were used extensively in teaching math and science. There was a strong focus on integrating test skills practice into curriculum delivery. Teachers were supported with staff development. After-school tutoring and enrichment were present at all seven schools. Case studies of the seven study sites are presented, followed by detailed data on student performance. Seven appendices present study scope, design, and methodology; enrollment and teacher statistics; staff characteristics; composite study results; student performance analysis; study questionnaire; and evaluation form. (Contains 62 references) (TD)