The purpose of this study was to understand the relationship of student entry data to current English language learning status. District-level data was obtained for 1,942 K-5 native Spanish-speaking elementary-level students administered the oral Spanish and English Language Assessment Scale (Pre-LAS). Canonical correlation analysis was used to explore the relationship between student entry characteristics and current English language status. Results support that the higher an entry English score the shorter time a student will be in the program and entry Spanish score appears to play only a small role regarding time in program, but plays a more positive role in understanding current English language level. However, explained variance by the variables of the two sets of variates was only 9.1% to time in program and 1.5% regarding current English language level status. Discussion regarding the statistical and practical significance of these findings for educators is provided. (Contains 2 tables.)