The purpose of this study was to understand the varying state educational infrastructure for English Learners (ELs) and to examine the relationship between the educational infrastructure for ELs and student achievement in the U.S. public schools. Based on Hopkins et al. (2016)'s state educational system for ELs framework, a date set was constructed from multiple resources to measure and quantify the variables of EL demographics and linguistic diversity, instructional factors, fiscal factors, program factors, law and institutional factors, socio-economic status, and student achievement. This study involved two analysis stages: first, to understand the various state EL policies, three cluster analyses were conducted on EL demographics and linguistic diversity, state educational infrastructure for ELs, and law and institutional factors. Second, to examine the impact of state educational infrastructures for ELs on student achievement, the multivariate analysis of variance (MANOVA) was employed. EL demographics and socio-economic status were used as control variables. Findings suggested that states showed a considerable range of differences in terms of all aspects of EL education including demographics, educational infrastructure, and law and institutional factors. In particular, the state educational infrastructure was classified as four clusters: restricted, limited, developing, and promising infrastructure. Findings also showed that state educational infrastructure was not a statistically significant factor to student achievement, unlike the initial expectation of this study. Instead, some socio-economic status factors were influential on the differences of academic achievement of ELs between clusters. This study indicated that valid support systems for EL education at the state level were not in place and the state educational infrastructures were very variable. Therefore, this study could be an argument for a stronger federal role and guidelines to support EL education by finding that state-level educational infrastructure is not enough for ELs. [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.]