This study sought to examine the academic impact of second language acquisition in ELL students when parents refuse bilingual services in comparison to students who remain in a bilingual education program until they are ready to exit. Due to the COVID-19 pandemic, data from only one assessment was utilized in this study. The study conducted was a quasi-experimental design. Convenience sampling was used to identify the 102 second language learners for this study. This study was conducted in a large Southwest suburban school district in Illinois. Scores from reading, listening, speaking, writing and overall composite scores were utilized from the ACCESS assessment from 2019 and 2020 to determine if there was a significant difference between students who participated in the bilingual program in comparison to students whose parents refused services. Independent Samples T-test was utilized in this study where no significant statistical difference was found between the two groups. [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.]