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This article integrates findings from earlier research (Roessingh & Kover, 2003; Roessingh, Kover, & Watt, 2005) linking distinct patterns of achievement for diverse age-on-arrival (AOA) cohorts of ESL learners on the grade 12 Alberta English language arts (ELA) examination to their vocabulary and reading comprehension scores on a standardized measure over time. Recasting the data and conducting simple statistical procedures can offer further insights into the features of cognitive academic language proficiency (CALP): the relationship between vocabulary development and academic performance. I consider ESL program effects and the connection between age on arrival, vocabulary size, and achievement outcomes as reflected on the ELA examination. I compare the ESL students’ scores with those of a random sample of their native-speaking (NS) academic counterparts to note patterns among the various cohorts of learners. The results suggest that measures of language proficiency (e.g., vocabulary) can be used to gain direct insights into students’ academic achievement. This work has important implications for the development of theoretical growth models that would establish language-learning trajectories of good ESL progress for varied AOA and lengths of residence (LOR) fitted against a NS trajectory. Cet article integre les resultats de recherches anterieures (Roessingh & Kover, 2003; Roessingh, Kover, & Watt, 2005) qui etablissent des liens entre, d’une part, des modeles distincts de performance a l’examen d’anglais en douzieme annee pour diverses cohortes d’âge a l’arrivee d’apprenants d’ALS et d’autre part, leurs scores sur des tests de vocabulaire et de comprehension a la lecture, au fil du temps et selon une mesure normalisee. La refonte de donnees et l’emploi de quelques procedures statistiques simples peuvent fournir un apercu additionnel des caracteristiques de la competence langagiere cognitivo-academique, c’est-adire, le rapport entre le developpement du vocabulaire et la performance academique. L’auteure a porte son attention sur les effets des programmes ALS et le lien entre l’âge a l’arrivee, la richesse lexicale et le rendement tel qu’indique par l’examen d’anglais en 12 e annee. A la recherche de patrons parmi les differentes cohortes d’apprenants, elle a puise dans les resultats a cet examen et a compare les notes des apprenants en ALS a celles d’un echantillon aleatoire de leurs homologues academiques qui sont locuteurs natifs. Les resultats indiquent que des

Variability in ESL Outcomes: The Influence of Age on Arrival and Length of Residence on Achievement in High School