This study explores how predictive different indicators are for high school graduation, college enrollment, and degree completion for different groups of English Learners. Using these indicators can improve schools' ability to understand the needs of English Learners, enabling them to provide better support and increase students' educational attainment. The analytic sample used for this study consists of 185,441 students who started ninth grade for the first time in the fall of 2008 through the fall of 2017 in district-run (non-charter) schools in Chicago Public Schools (CPS). Key findings show that grade point averages (GPAs) were the most predictive of high school graduation, college enrollment, and degree completion for all English Learner groups, followed by attendance and course failure rates.