This report is part of a long-term collaboration of the Quality Teaching for English Learners initiative at WestEd with the Fort Worth Independent School District. The objective of this report is to explore how ninth grade data can predict the graduation outcomes of newcomers. Based upon predictor variables, binary indicators can identify students "at risk" of not graduating. The utility of English language proficiency measures is compared to attendance in the ninth grade year for predicting graduation. This analysis of a historical cohort provides some insights into how data available early in a newcomer's enrollment in the district is associated with summative outcomes. Because only two continuous variables were available, the accuracy of predictors was limited. If more data--such as grade point average, course completion, and credit accumulation--were available, the accuracy of predictors could be improved. Other studies in other contexts have pointed at the promise of these variables, even though those studies have not focused explicitly on the subgroup of newcomers. [This report was prepared as part of Exploring Longitudinal Outcomes and Trajectories of English Language Learners (ELOTE), a Researcher-Practitioner Partnership funded by the Institute of Education Sciences.]