This report is part of a study of academic performance by American Indian elementary school students with limited-English proficiency (LEP). The study was designed to complement the National Longitudinal Evaluation of the Effectiveness of Services for Language Minority Limited-English-Proficient (LM-LEP) Students, which did not include Native American students. The document summarizes results of the first year of a two-year study. It includes results of data collection from 23 projects, with students from 16 different tribes and 18 different language groups. The document describes American Indian bilingual education projects, their criteria, and the instruction generally received by Indian LEP elementary students. The Stanford Achievement Test (SAT) was used as a measure of academic achievement of first- and third-grade American Indian LEP students. The students scored somewhat higher on vocabulary and reading comprehension than students in the national LM-LEP study, but slightly lower in math. It is noted that students receiving special instruction in English were most likely to have low SAT scores, suggesting the special services are being directed toward those who are most in need of them. The report contends Indian students in rural schools have serious educational problems. Although the students have average or better than-average academic aptitudes, they performed poorly on standardized achievement tests. A comprehensive assessment of the schools the students attend is recommended. Graphs, charts and references are included. (Author/TES)