An examination of the effectiveness of programs for limited-English proficient (LEP) students in the Austin Independent School District (AISD) derived information on LEP student counts, programs and services for LEP students, program costs, and LEP student achievement. Information indicated that the count of LEP students was growing (3,042 in 1985-86), especially in kindergarten and first grade. Services provided to LEP students include transitional bilingual education and English as a second language (ESL). Bilingual/ESL certified teachers provided services to both Hispanic and Vietnamese students. Although the supply of certified teachers was increasing, staffing did not always match needs. Bilingual aides were assigned to assist with program implementation, but were not cost effective when compared with increases in student achievement. Since all LEP students could not be tested in English, English achievement could not be measured accurately; however, it appeared the AISD's bilingual/ESL program was helping LEP students' proficiency. Spanish-speaking LEP students remained below the national average, but were improving. Vietnamese students achieved above the national average in mathematics and language and were closing the gap in reading. Instructional remedies must be sought, however, to prevent gains of less than 1 grade equivalent per year for Spanish LEP students in grades 2 and 4. (JMM)