This report examines the beginning-of-year (BOY) reading performance of English learners (ELs) who attended summer school in June 2019. Summer school ELs’ performance on the Texas Kindergarten Entry Assessment (TX-KEA) and iStation Indicators of Progress (ISIP) was compared to that of similar ELs who did not attend summer school. Spanish-speaking and non-Spanish-speaking summer schoolers' results also were compared. Results for ELs who attended summer school for two years were compared to those who only attended one year. Significant differences were found among groups.