The achievement levels of limited-English-proficient (LEP) students in the Austin (Texas) Independent School District in mathematics, reading, and writing are reported and compared with those of students in previous years. The district enrolled 4,888 LEP students in 1988-89 (89% were Spanish speakers, 4% were Vietnamese, and 7% represented 49 other language groups). Most were served through Transitional Bilingual Education (TBE) and English as a Second Language (ESL) programs. Mastery percentages on the Texas Educational Assessment of Minimum Skills (TEAMS) examinations for grades 1 through 9 increased in 8 of 15 comparisons by grade and subject area. Exit-level TEAMS scores for 11th graders indicated that TEAMS must be a special emphasis if LEP students are to graduate on time. On the Iowa Tests of Basic Skills and the Tests of Achievement and Proficiency, Spanish-speaking students gained over one grade equivalent (GE) between spring 1988 and spring 1989 in about half the comparisons. Vietnamese LEP students gained over one GE in 25 of 36 comparisons. Compared to the 1986-87 school year, the LEP junior high dropout rate declined in 1987-88, but the dropout rate for senior high rose. Ten graphs and 11 tables present data from these studies. Six attachments, with eight tables, contain summary statistics, program summary data, and definitions used in the Generic Evaluation System (GENESYS) developed by the AISD to evaluate student achievement. (SLD)