Begun in 1980 with 358 students, the Yakima (Washington) Public Schools' Basic Education for Limited English Proficient Students (BELEPS) Program served 1,250 grade K-12 students (94% Hispanic) in 1985. Its four programs were based on the degree of the students' English proficiency, and taught (1) reading only in Spanish, (2) reading in Spanish and English, (3) reading primarily in English, and (4) reading only in English. By 1985, the program employed 37 bilingual teachers. A three-year BELEPS program evaluation presented evidence of both short- and long-term gains in language proficiency and academic skills by limited English proficient students. Test instruments used included Language Assessment Skills, Peabody Picture Vocabulary Test, Wide Range Achievement Test, and Prueba de Lectura. Findings showed that Hispanic children with lowest initial proficiency in English made statistically significant gains at every grade level, indicating that children most needing the program are showing the greatest improvement. At every grade level, children showed increase in math skills. Children in dual language programs made larger and more consistent gains in reading, math, and acquisition of English vocabulary than children in programs using a modified English approach. It was recommended that findings be submitted for national validation as an educational program of "proven effectiveness." Twenty-three data tables are included. (NEC)