In this investigation, the reading performance of Texas Grade 4 Emergent Bilingual and non-Emergent Bilingual students was compared by their enrollment in Title I, Part A schools. Data were obtained from the Texas Education Agency Public Education Information Management System for all Grade 4 Emergent Bilingual and non-Emergent Bilingual students in Texas who took the State of Texas Assessment of Academic Readiness assessment in the 2016-2017, 2017-2018, and 2018-2019 school years. Statistically significant differences were established in all three school years. Non-Emergent Bilingual students enrolled Title I, Part A schools outperformed Emergent Bilingual students enrolled in Title I, Part A schools in all three Reading Reporting Categories and in all three grade level standards. Recommendations for research and implications for policy and practice are suggested.