In the United States, culturally and linguistically diverse (CLD) students are one of the fastest-growing demographics in schools (Kim & Dorner, 2021; Larson et al., 2020), and they exhibit varying levels of English proficiency. Policies regarding children with limited English proficiency vary by state, but they typically focus primarily on reducing the English-language gap (Vasquez Cano, 2024). Success and academic gaps persist for these students, even with targeted supports (Olsen et al., 2023). Focusing on alternative skills may help reduce academic gaps for students receiving instruction for Limited English Proficiency (LEP). The following study will assess executive functioning and social skills, which have been noted to positively correlate with academic performance (Del Prette & Del Prette, 2021; Muir et al., 2023). The following study will use data from the National Center for Education Statistics' (NCES) Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (ECLS-K:2011). Structural equation modeling using Stata 18 (Stata Corp., 2024) will be used to compare the development of executive functioning and social skills among identified students who receive LEP interventions with those who do not, from second to fifth grade. Results may suggest new approaches to support children in developing their English proficiency. With current policies and the political landscape favoring English-dominant children in the United States (Strunc et al., 2023), it is imperative to retool second language proficiency as a marketable skill and support the development of other skills that enhance academic success.