This report describes results of a study of academic performance by American Indian elementary school students with limited-English proficiency (LEP). The study was designed to complement the National Longitudinal Evaluation of the Effectiveness of Services for Language Minority Limited-English-Proficient Students, which was also conducted for the Department of Education, but which did not include Native American students. This report summarizes the results of the second year of the two-year study of performance of LEP American Indian students. It includes results of two years of on-site data collection in a sample of eight projects visited. Schools visited include public schools, tribally controlled schools, and one school controlled by the federal Bureau of Indian Affairs. Researchers assessed the extent to which Indian languages and English are used at home and during school. Overall, the students participating in the study scored substantially below the national average on standardized achievement tests in mathematics and English. Indian students scored lower on math subtests than did students in the main LEP study, even though their English oral proficiency ratings were higher. Several variables are examined but the report suggests Indian students' low test scores are largely due to lack of exposure to English and lack of home support for educational achievement. A final section examines the implications and areas for further study. Graphs, tables and references are included. There is a glossary and appendixes describing the study's design, methodology, data, and the "technical advisory panel members." (Author/TES)