This interactive data visualization dashboard underscores insights from the Early Childhood Longitudinal Study (ECLS-K) regarding English Language Learners’ (ELLs) access to language resources and their performance on standardized reading assessments. By analyzing 5th graders’ enrollment in English skills programs, their primary home languages, and the extent of homework assistance received at home, findings reveal that ELLs consistently score lower than their native English-speaking peers, suggesting the need for educational reform to adhere to ELLs unique linguistic and contextual landscapes.