The time it takes for an English Language Learner (ELL) to reach reading proficiency in English depends on the grade level of entry into the English for Speakers of Other Languages (ESOL) program and on the student's initial English proficiency level. The summary table below presents the average years to English proficiency across different grade levels for students entering the ESOL program at beginning Level 1 versus the more advanced Levels 2-4. For the majority of students who enter as ELLs in 9th grade or higher, the time in high school is not sufficient to reach reading proficiency in English. For no student group defined by the initial grade and ESOL level combination is one year of learning adequate to reach levels of English proficiency sufficient for students' FCAT results to be interpreted as valid indicators of what students know and are able to do in the content areas of reading and mathematics. In fact, students who enter the ESOL program at the lowest level of English proficiency in grade 3 or later (the majority of students) do not reach levels of FCAT reading achievement comparable to those of non-ELL students even after four academic years of learning English. Thus, the inclusion of the FCAT results of ELL students into the state accountability system after only one year of English learning puts the schools and school districts with large numbers of ELL students at a distinct disadvantage. (Contains 1 table.)