E-learning can be particularly challenging for emergent bilingual students or English learners (ELs). Emergent bilingual students rely on readily accessible supports in the classroom such as body language, word walls, gestures, and collaborative work with a partner or group (August et al., 2014). Face-to-face exchanges are critical for these students as emergent bilinguals learn a language by engaging in conversations. Not only do in-person interactions build important relationships, they also support the development of the student at the social and emotional level, engagement, and academic achievement. The purpose of this study is to understand the academic impact of online learning environments on ELs with further analysis of socio-economic implications. Online learning environments can often be isolating for students at this crucial developmental age. This study aims to bring to light disparities in academic achievement between ELs, ELs who are also coded as low-socio economic, and the general population of high school students in order call educators to action and address the needs of these populations (TEA, 2023). A quantitative methodology was used in this study. Nonexperimental research using archival data was employed. This research study describes associations between student performance in coursework and student EL and ECO-DIS classifications. The intent of the study is to investigate the relationships between student classification codes of EL, ECO-DIS, and course grades. A primary outcome from this study is an association model, as such, the research design utilized multinomial logistic regression analysis (Swanson & Holton, 2005). The participants in this study include students grades 9 through 12 from all Region 19 (El Paso and Hudspeth counties) high schools enrolled during the academic calendar year 2020-2021 that report to the Public Education Information Management System (PEIMS) of Texas. The findings of this study will help research communities dive further into conclusions and their implications such as the blending of synchronous and asynchronous instruction, collaborative learning, and structured learning resources, taking a deeper dive into areas of success and improvement (Anderson, 2011). These results may provide further evidence, allowing practitioners to refine tools and instructional practices that target academic remediation for these populations through online learning methods and techniques (Anderson, 2011).The results demonstrate that Eco Dis status has an impact on grades, but EL status does not. The tests and data demonstrate that ELs, to include all EL sub codes, and non-ELs are performing at the same level in their coursework in an online learning environment. The results of economically disadvantaged students further emphasize that learning, whether online or face-to-face, presents challenges for students without resources. As this study pertains specifically to online learning environments, economically disadvantaged students may not learn as effectively in online learning environments for several reasons, primarily due to disparities in access, resources, and support. This research focuses on an age group often overlooked, secondary, public-school students in high school grades 9-12. The results of this study provide grounds for further investigation into the teaching practices and support provided for all students, particularly ELs, in the El Paso, TX public education system. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]