This article by Patricia Whitelaw-Hill, Executive Director of READ, addresses the issue of the education of limited-English students in public education. New York has joined California in concluding that bilingual education programs are not working as well as English-as-a-Second-Language (ESL) programs in helping language minority students become mainstreamed. Support for bilingual education has been based largely on untested and unsubstantiated academic theories that emphasize instruction in the student's native language. Rapid learning of English for school purposes and the early integration of limited-English-proficient (LEP) students into regular classrooms with English-speaking peers is preferable. These programs are in place in many areas but have not been adequately acknowledged. A large part of the problem has been confusion between program goals and objectives. Bilingual education's objectives of maintaining and increasing native language skills have conflicted with their goals of teaching English. A number of current strategies are appropriate for developing English language skills, including sheltered English instruction, cooperative learning, grouping, project work, and learning centers; all can be used to facilitate both English language learning and academic content mastery. An essential ingredient is for schools to have the flexibility to respond to students' needs and to design appropriate programs, particularly as immigrant populations increase. (MSE)