Introduction. This study involved a small suburban school district that created a secondary English-as-a-second language (ESL) program in the fall of 1982 to meet the needs of limited English proficient students (LEPS). The purpose of the study was fourfold: 1) to evaluate program effectiveness in significantly increasing the oral language proficiency and academic achievement scores of the LEPS; 2) to examine the relationship between post-Language Assessment Scales II test scores (dependent variable) and selected variables: pre-Language Assessment Scales II test scores, grade, gender, first language of the LEPS, and attendance (amount of ESL instruction received); 3) to examine the effects of independent variables (preCalifornia Achievement Test scores, Language Assessment Scales II gain scores, grade, gender, first language of the LEPS, attendance, and father's job in the U.S.) on the dependent variable of post-California Achievement Test scores; and 4) to develop a comprehensive historical overview of the program and a descriptive profile of program participants. The evaluative research study design employed, in combining both ethnographic and statistical analysis strategies, supported Stufflebeam's (1983), Suchman's (1967), and Hemphill's (1969) views that together qualitative and quantitative analysis result in providing findings that are more objective and more contextually relevant.. [...]