This report presents findings about the academic performance of elementary students with limited English proficiency (LEP) who entered first grade in Texas public schools in 1992-93. In general, performance gaps existed between elementary LEP students and non-LEP students, in terms of Texas Assessment of Academic Skills (TAAS) results and retention rates. LEP students experienced a relatively higher incidence of living in poverty, of attending schools with concentrations of economically disadvantaged students, and of attending schools that, campus-wide, performed worse on TAAS. The report highlights factors that impact LEP students' academic achievement: socioeconomic status, consistency of services in special language programs, preschool attendance, mobility, regularity of school attendance, retention in grade, and prior experience taking the TAAS in English. Geographic distribution of grade-1 LEP students is shown for 1992-93, including data for education service center regions. LEP enrollment trends are presented, giving percent change from 1992-93 to 1996-97. Data are tabulated by district type (from urban to rural) and for education service regions within Texas. A profile of first-graders in 1992-93 shows gender, race/ethnicity, age, home language, and other statistics for LEP and non-LEP students. The report addresses teacher preparation issues in a special section. Texas is one of 32 states with licensing requirements for teachers of LEP students. The report contains figures, data tables, and 74 references. (CDS)