appropriate instructional services and adequate levels of funding for limited English proficient (LEP) students has been one of the more volatile topics in public education over the past decade. While some advocates stress the importance of a multicultural, bilingual approach, others prefer to directly stress a mastery of English through English immersion or Sheltered English approaches. The ideological struggle underlying these competing approaches to LEP instruction and the relative lack of political clout on the part of many parents of LEP students may explain the relatively low priority of LEP programs in terms of program and funding provisions in relation to such higher profile special needs populations as special and compensatory education. Despite the phenomenal growth of this population in many of the nation's schools, relatively little work has been done to assess the cost of LEP services. What is the nature of the services cur-
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