English learners from diverse backgrounds are a growing population of students receiving public education. English learners often struggle to attain proficiency because of factors such as low school attendance, little family involvement, deficient administrator leadership, inadequate teacher qualification and preparation, misdiagnosis as special education students, and lack of support because their native language and culture are devalued by the school system. The purpose of this study was to examine data related to the English Learner (EL) program during one school year in one school district in Washington State to determine if there were relationships between attendance, diagnosed disabilities, and Title/Learner Assistance Program (LAP) services and EL language proficiency assessment scores. The district uses the sheltered instruction method for EL students, language teaching in the context of content and scaffolded learning. However, recent data showed that only 14% of students qualifying for EL support met state grade-level English proficiency, with scores continuing to decline. The study examined proficiency assessment data for 337 students in kindergarten through 12th grade for the 2018-2019 school year. Three research questions and associated hypotheses were investigated: (1) What relationship exists between attendance and English Learner proficiency? (2) What relationship exists between diagnosed disabilities and English Learner proficiency? (3) What relationship exists between Title/LAP services and English Learner proficiency? Logistic regression and chi-square data analyses for independence tests revealed a statistical significance between attendance and English proficiency but not between diagnosed disabilities or Title/LAP services and English proficiency. These results indicated that attendance had an effect on English proficiency for English Learner students. These results, part of a larger district evaluation, can be used by school administrators to improve the EL program. In application to practice, a presentation is included for more extensive teacher training on the background of proficiency concepts, family involvement, culturally responsive education, and additional services to improve the program at the school district to increase the English proficiency of all EL students. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]