Middle School Academic Outcomes Related to Timing of English Language Acquisition in Dual Language Learners

Dual Language Learners (DLLs) who become English proficient earlier experience better academic outcomes, but longitudinal research on the relationship between the timing of DLLs acquiring English proficiency and later academic outcomes while accounting for relevant factors is rare. We examined how the year in school in which DLL students (<i>N</i> = 14,852; 47% female; 85% in poverty; 88% Latinx, 8% Black, and 3% White/Asian/Other) acquired English proficiency (according to school system criteria) correlates with their later middle school (sixth-eighth grade) academic outcomes (GPA, standardized test scores, and grade retention), controlling for relevant factors. Earlier acquisition of English predicted better middle school outcomes and a lower likelihood of being retained in middle school. Some relations between the timing of English acquisition and outcomes were stronger for students not experiencing poverty. Implications for the education of DLL students in the U.S. and future research are discussed.