When English Learners (ELs) demonstrate English language proficiency, they are reclassified as Fluent English Proficient (RFEP). Subsequently they are often left out of the analysis of EL progress because they are, technically, no longer ELs. This article examines the effects of including and excluding RFEPs from the analysis of EL progress. Based on statewide achievement data from California including ELs, RFEPs, IELs (all initially identified English Learners: ELs + RFEPs), and English-only students (EOs), the analysis demonstrates that focusing on current ELs and excluding RFEPs (a) underestimates the population of IELs, (b) overestimates the achievement gap between IELs and EOs, and (c) decreases the likelihood of detecting progress when positive changes in achievement have taken place over time. Implications are discussed. (Contains 2 notes and 10 tables.)