Growing numbers of English Language Learners (ELLs) in the United States have become a trend in recent years; and North Carolina, including the region of this study, is no exception to this trend. As a result of the national rise in ELLs, NCLB was enacted with the goal of increasing academic achievement and closing the achievement gap between different groups of students (Deville & Chalhoub-Deville, 2011). Title III of NCLB specifically addressed the Limited English Proficient (LEP) population and focused on making sure that LEP students gained English proficiency and were held accountable for the same academic standards as their nonlimited English-proficient peers. The purpose of this study was to determine if the criteria set by the state of North Carolina to determine English language proficiency translated into academic success. English language proficiency was measured by the ACCESS for ELLs test while academic success was measured by the end-of-grade (EOG) reading comprehension and EOG mathematics test scores during the year exited and the following year. This study evaluated the relationship between the two tests by the Comprehensive Objective Composite and the overall composite score of the ACCESS and the scale score of the EOG reading comprehension test and the EOG mathematics test for ELLs in Grades 3-6 of a North Carolina Northwest Regional Educational Service Alliance over a 4-year period during the 2008-2012 school years. The research questions were answered by gathering archived quantitative data from participant test results from the 2008-2012 school years. The data collected included scores from Grades 3-5 ACCESS for ELLs tests and Grades 3-6 North Carolina EOG reading comprehension and mathematics tests. [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.]