This report examines responsiveness of the federally-supported Comprehensive School Reform Demonstration (CSRD) to English language learners (ELLs), highlighting the role of state education agencies (SEAs). By analyzing references to relevant terms (e.g., limited English proficiency, English as a Second Language, Spanish-speaking students, bilingual education, and Title VII) in seven states' CSRD applications and requests for proposals, researchers examined whether those states remedied three CSRD oversights (whether states recognized and moved to remedy unnecessary dichotomization between school reform and the movement to make schools ELL responsive; whether SEAs ever reversed the pattern of first designing a reform and then adapting it to ELLs; and whether SEAs overtly addressed the reality that ELLs fare as poorly in school as any identifiable population). Results indicate that an opportunity to remedy CSRD oversights regarding ELLs was largely missed when states did not consider them explicitly as they formulated CSRD strategies. SEAs were ELL responsive in CSRD planning only through general instructions to include all students. Two appendixes contain references to ELLs and/or programs serving ELLs in various states' CSRD applications and references to ELLs and/or programs that serve ELLs in federal CSRD guidelines to states. (Contains 28 references.) (SM)