This report provides information on the program for students with limited English proficiency (LEP) in school year 2000-2001 as well as historical information. Specifically, this report discusses the following topics: (1) staffing patterns and instruction to implement the program; (2) enrollment patterns of students who have participated in the program and how the patterns have changed over time; (3) the languages spoken by students in the program; (4) the amount of time students spent in the program; and (5) academic performance of LEP students served by the program. To address these topics, the authors examined data obtained from all 187 districts that had an approved state program for LEP students in school year 2000-2001. The data were provided on the district annual reports. The authors also used data reported by districts in previous years. The district reports were checked for consistency, and districts were contacted when discrepancies were found. Since school- level data are not collected on the program, the report provides data aggregated at the state and district levels. Districts began reporting the number of LEP students at the school level in the spring of 2000. However, program data are not available at the school level. (Contains 29 tables and 19 figures.) [Funding for this report was provided by the Transitional Bilingual Instruction Program, a state- funded program.]