This report on the progress of 1,251 limited-English-speaking (LEP) students in the Austin (Texas) Independent School District for 1988-89 presents findings on attendance and dropout rates and achievement in English, Spanish, and mathematics. Most LEP students are served in a transitional bilingual education program or an English-as-a-Second-Language program. Major findings of the report include the following: (1) compared to the previous year, English language mastery percentages increased in 8 of 15 comparisons by grade and subject areas; (2) of 11th-graders tested for the first time in the fall, 59% mastered mathematics and 36% mastered language arts (the latter number was lower than the previous year); 9 of the 24 district 12th-grade students who were denied diplomas because of failure to achieve state standards were LEP students; (3) Spanish mastery for first- and third-grade LEP students was high (86-98%); (4) LEP students with Hispanic backgrounds gained over 1 grade-equivalent in 1 year in about half the grade and subject-area comparisons; Vietnamese LEP students gained over 1 grade-equivalent in 25 of 36 comparisons; and (5) the dropout rate was lower than for the previous year at the junior high school level, with the opposite occurring at the senior high school level. Extensive data tables are appended. (MSE)