This report is part of a long-term collaboration of the Quality Teaching for English Learners initiative at WestEd with the Fort Worth Independent School District. The focus of this report is on a historical cohort of ninth graders who were enrolled at the International Newcomer Academy in the 2009-2010 school year. This report follows this cohort longitudinally over four years, describing its trajectories and outcomes. Key outcomes include English language proficiency growth, reclassification as English proficient, and the summative outcome of high school graduation. Similar to previous research, the majority of the focal ELL [English language learner] cohort is Spanish speaking and eligible for free- or reduced-price lunch. The students also tend to be very mobile: almost one third of the students left the district after the first year, and almost two-thirds of the cohort left the district within three years. In terms of academic outcomes, the students in our cohort usually improved on the Texas English Language Proficiency Assessment System (TELPAS) over time. For instance, among students with four years of TELPAS scores, the percentage of students scoring Advanced or higher increased from 22% in the first year to 71% in the fourth year. However, when looking at reclassification rates, only 9% of the students were reclassified within FWISD. With respect to graduation outcomes, 46.5 percent of the cohort of students graduated from high school. [This report was prepared as part of Exploring Longitudinal Outcomes and Trajectories of English Language Learners (ELOTE), a Researcher-Practitioner Partnership funded by the Institute of Education Sciences.]