Gains and grade level achievement in Total Reading and Language of four groups of fifth grade students, including LEP (Limited English Proficient) students, in SES (socioeconomic status) 1 and SES 2 schools were compared to determine whether the students were achieving at grade level in reading and at an equivalent level in language. Groups from SES 1 schools consisted of 44 reclassified Spanish FEP (Fluent English Proficient) students in an English-only program and 108 non-minority monolingual students in the English program. Groups from SES 2 schools consisted of 40 Spanish surnamed FEP students in an English-only program and 50 non-minority monolingual English students. SES 1 and SES 2 schools were formed by matching all elementary schools on three variables (socioeconomic status, Aid to Families of Dependent Children, and percent of limited English proficient/non-English proficient students). Findings indicated that: reclassified Spanish FEP students receiving bilingual instruction for at least 1 year showed gains at the same rate in Total Reading and higher gains in Total Language than non-minority monolinguals, but did not achieve at the same rate in reading and language grade level; and Spanish surnamed FEP students in SES 2 schools lagged significantly behind non-minority monolinguals in both reading and language gains and grade level. (NQA)