English language learners make up the fastest growing segment of the student population, but they are one of the lowest academically performing groups of students and the achievement gap widens as students progress through school. Dr. Oscar Jimenez-Castellanos, the Intercultural Development Research Association's (IDRA's) inaugural Jose A. Cardenas School Finance Fellow, presented his research findings on securing educational equity and excellence for English language learners in Texas secondary schools at a symposium in San Antonio on February 2, 2015. In person and via livecast, the event gathered more than 80 education and community leaders, and experts in law and education research around the critical question of how secondary education quality and access for English learners can be improved. A panel of experts reflected on key themes and questions raised by the research and participants explored important implications of the research for education quality and equity for English learners in policy and practice. The following are included in the proceedings of this symposium: (1) Introduction; (2) Message from Dr. Maria "Cuca" Robledo Montecel, IDRA President & CEO; (3) Lessons from Texas on the Relationship between School Funding and the Academic Achievement of English Language Learners--News story by the New America Foundation; (4) Status of English Language Learner Education; (5) Examining School Funding and Academic Achievement for Secondary English Language Learners in Texas--A Synthesis; (6) Synthesis of Participant Presentations and Discussion; (7) Remarks by Rogelio Saenz, Ph.D., Dean of the College of Public Policy, UTSA; (8) Examining School Funding and Academic Achievement for Secondary English Language Learners in Texas (Oscar Jimenez-Castellanos); and (9) Recommendations. An appendix contains: (1) U.S. Departments of Education and Justice Release Joint Guidance to Ensure English Learner Students Have Equal Access to High-Quality Education; and (2) Symposium Participants.