This study sought to evaluate an English language acquisition program at a public, urban high school in Connecticut. To that end, qualitative and quantitative data was compiled and analyzed. Qualitative data was mined to determine teacher perceptions about the program and levels of supports and interventions provided to those students identified as EL. Archival quantitative data was collected using the scores from the LAS Links assessment for students identified as EL for the 2017-2020 school years inclusive. Review of archival quantitative data of the 73 students who received the intervention at both the high school and middle school level demonstrated an increase in target language acquisition in English as measured by the LAS Links Assessment over a two-year period. While gains appear to be nominal in the examination of proficiency scores, there were larger gains when looking at scale scores. The results provided the school with specific information about the current impact of the "95% Group" intervention as well as recommendations for supplemental changes to support the EL program moving forward. [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.]