Students with Limited English Proficiency (LEP) entering U.S. schools in grade 9 face a tight timeline to simultaneously learn English and graduate from high school in four or five years. This study focuses on student outcomes and progress indicators for the cohort of ninth graders new to WCPSS in 2008-09 who had limited English proficiency. Based on the cohort of LEP students who entered WCPSS for the first time in grade 9 in 2008-09 and did not transfer out, 46% graduated within 4.5 years. Some (17%) graduated while still LEP. Cohort graduates tended to start ninth grade with greater initial English proficiency, strong educational backgrounds obtained elsewhere, or high motivation and support. Unfortunately, 41% of the cohort dropped out of high school. Early warning indicators include not passing required courses and being retained (only one third of the cohort was able to be promoted every year). Only 20% participated in ESL support programs outside of school (36% of those with the lowest English proficiency participated). The following are appended: (1) Four Year Graduation Rates by LEP Status 2011-12 (2008-09 cohort); (2) 2008-09 Grade 9 LEP Cohort Description; (3) LEP Case Study Questions; (4) Breakdown of K-12 LEP MOEs for 2013-14 by Half Positions; and (5) Extra Supports offered by Schools.