Due to increased immigration and class demographics in America are changing. As a result, English language learners are becoming more common in schools. English language learners constitute one of the largest demographic groups in the American classroom (Flynn & Hill, 2005). These students have been observed to have a significant achievement gap because many of these students are placed in mainstream classrooms with basic literacy skills. Many English language learners were born in the United States (Goldenberg, 2008). These students have only attended the American school system. However, performance levels are nowhere near the level of their peers. According to Calderon, Slavin, and Sanchez (2011) “these students, who have been attending US schools since kindergarten, are still classified as having limited English proficiency when they reach middle or high school, strongly suggesting that preschool and elementary programs do not adequately address the needs of English learners.” The achievement gap between English language learners and native English speaking students is extremely high. Test scores for English language learners are low. According to the 2007 National Assessment of Educational Progress, “4th grade ELLs scored 36 points lower than their peers on the reading section of the test and 25 points lower than their peers in math. Results in eighth grade were worse with a difference of 42 points in reading and 37 points in mathematics” (Goldenberg, 2008). The gap between ELLs and non-ELLs is three to eighteen points larger than for students from low-income families. All students begin school with varying levels of literacy development; Native English speakers have acquired oral proficiency in the English language which helps implement strategies that can be implemented to reduce the achievement gap. Some strategies include pairing the ELL student with a classmate and using group work to help the student feel more comfortable asking questions and asking for help; also allowing the ELL student to practice their English with their peers. Works CitedCalderón, M., Slavin, R., & Sánchez, M. (2011). Effective instructions for English. The Future of Children, 21(1), 103-127. Cummins, J. (1992). Language proficiency, bilingualism and academic performance. The multicultural classroom: Readings for content area teachers (pp. 15-26). Flynn, K. & Hill, J. (2005). English language learners: a growing population. Intermediate Education and Learning Research, 1-11.Goldenberg, C. (2008). Teaching English language learners what research says and doesn't say. American educator, 8-44.