Language Learning ISSN 0023-8333 English Language Learners and Academic Achievement: Revisiting the Threshold Hypothesis

This nonexperimental study explored the predictive strength of English proficiency levels on academic achievement of middle school students in a sample of 17,470 native English-speaking (NES) students, 558 English language learners (current ELLs), and 500 redesignated fluent English proficient students (former ELLs). Results of multilevel analyses indicated that after controlling for relevant student- and school-level character-istics, former ELLs significantly outperformed current ELL andNES students in readin