This article discusses the decisions that school leaders must make to reclassify students as fluent and proficient in English and the implications that reclassification decisions could have for the future achievement of those students. The study examined the achievement gap between English learners and the overall student population and the reclassification of English learners as proficient in English in schools across three California counties. Both a discussion of the achievement gap and a description of English learners and accountability factors are included. The theoretical underpinnings of language acquisition and assessment of language and achievement are presented. Finally, the results of the study are presented along with implications for school leaders to consider during the reclassification process. (Contains 11 footnotes and 7 tables.)