This report explores the educational progress of students of Limited English Proficiency (LEP) who entered the New York City Public Schools in the fall of 1990 and 1991. It describes students' success in meeting the exit criteria for bilingual and English-as-a-Second-Language (ESL) programs. The study focuses on such short-term outcomes as the time required to exit such programs and reading and mathematics achievement in English after moving to monolingual-English classes. Students entering the schools are considered eligible for ESL or bilingual programs if they speak a language other than English at home, and if they score at or below the 40th percentile on the Language Assessment Battery (LAB). This research tracks two cohorts of students whose first-time enrollment in the schools followed the establishment of new criteria for entering LEP programs. The report is divided into the following sections: Results: Exit Rates from ESL and Bilingual Programs by Grade Entered, Exit Rates from ESL and Bilingual Programs by Home Language, Entering Level of English Proficiency, Tested Achievement of Students who Exit LEP Programs, and Discussion and Recommendations. The appendix contains six data tables concerning: (1) number of years to Exit ESL-Only or Bilingual programs by Home Language (fall 1990 through spring 1994); (2) number of years to Exit ESL-Only or Bilingual Programs by Home Language (fall 1991 through spring 1994); (3) Home Language Distribution by Program Assignment for the fall 1990 through spring 1994; (4) Home Language Distribution by Program Assignment for the fall 1991 through spring 1994; (5) Number of Years to Exit ESL-Only and Bilingual Programs Controlling for Students' Level of English Proficiency upon Entering the Program (fall 1990 through spring 1994); and (6) Number of Years to Exit ESL-only and Bilingual Programs Controlling for Students' Level of English Proficiency upon Entering the Program (fall 1991 through spring 1994). (CK)