The number of English learners (ELs) who do not reclassify as English proficient after the first five years of schooling has increased in the Houston area and the state of Texas. ELs are a diverse population of students with varying levels of English proficiency. Many students who begin school as an EL reclassify as English proficient in a timely manner and go on to achieve academic success. Students who remain EL after five years in school are considered "long-term English learners" (LTELs). Previous research has found that LTELs are at risk for negative academic outcomes. The purpose of this brief is to examine middle and high school outcomes of LTELs in the Houston region, with a specific focus on how the timing of reclassification--when an EL student is reclassified as English proficient--was associated with academic achievement and school engagement. The results of this study support previous research showing that EL students who become LTELs are at risk for negative educational outcomes. However, these outcomes can vary based on the number of years a student remains in LTEL status. This brief is part of a larger research project examining characteristics of LTELs, patterns of reclassification, predictors of LTEL status, and outcomes of LTELs in Houston, with particular attention to 10 Houston-area public school districts.