Recent reports indicated that English Language Learners (ELLs) comprised about 5 million students who attended school in the United States this past year. The general problem was that male Hispanic ELL students are retained at a higher rate than their male counterparts in many states in the United States. The researcher specifically chose the state of Texas because as of 2011, Texas has the second largest number of these students (Flores, Batalova, & Fix, 2012). The study was designed to determine whether male Hispanic ELL students retained in third-grade gained the academic skills necessary to pass the 5th-grade state academic assessment. Second, the researcher considered the matriculation rates to 4th and 5th grade of male Hispanic ELL students retained in 3rd grade. A non-experimental method was used since this method uses data collected from existing databases of Texas Assessment of Knowledge and Skills (TAKS) reading achievement scale scores ranging over a period of time. Data from student records were requested through a public information request from the Texas Education Agency (TEA) Office of Research and Analysis. TAKS assessment of male Hispanic ELL students who were previously retained in 3rd grade was included. The data were taken from the same sample group over various points in time. The researcher examined the impact retention had on subsequent 5th grade TAKS standard assessment scores in reading for this cohort group of students. The treatment of data was analyzed using repeated measures analysis of variance (ANOVA). The Shapiro-Wilks skewness and kurtosis statistics for each year of TAKS scores was calculated to assess the multivariate normality (Field, 2011). Histograms, stem-and-leaf, and normal Q-Q plots were examined. Sphericity was assessed using Mauchley's test of sphericity due to the large sample size. Wilks's lambda was assessed for the multivariate statistical significance. Both within-subjects and between-subjects effects were analyzed and reported and effect size was calculated with eta-square (eta2). Statistically significant differences among time periods were identified by pairwise comparisons that used the Bonferroni confidence interval adjustment. Findings from this study provided school districts with much needed insights into the relationship between third-grade male Hispanic ELL student retention and their success on passing the 5th-grade standardized tests. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]