The academic achievement, bilingual proficiency, and sociocultural competence of exiting middle school students was analyzed to provide dual-language program stakeholders with evaluative information for local control funding and accountability planning. Informed by equity as a guiding principle of additive bilingualism, researchers used descriptive analyses, ANOVA, ANCOVA and latent class analysis on survey data from students, family caregivers, and teachers. This study contributes a nuanced perspective of academic achievement in dual-language programs and accounts for: (a) students' beliefs, attitudes, and self-efficacy, (b) how students distribute their time beyond school, and (c) family caregivers' aspirations and expectations for students in high school and beyond. Findings suggest a correlation between students' development of 21st Century learning outcomes and bilingualism and implications include the need to identify appropriate tools for measuring students' sociocultural competence.