School districts are reporting large increases in English language learners in their student populations. In some instances, English language learners are the fastest growing student population. This paper explores the impact of an urban school district English-as-a-Second-Language (ESL) program on language minority students for a period of 2 school years in the areas of reading and writing. The findings showed that there was yearly progress in English language proficiency in reading and writing scores. The gains reached statistically significant levels using both chi-squares and dependent-sample t-tests. Data indicated that the program was successfully meeting the needs of the language minority students of the local educational agency under study. (Contains 30 references.) (Author/SM)