The academic trajectory of English Language Learner (ELL) students is significantly influenced by parental decisions, such as the withdrawal from English Language Development (ELD) service. This study investigates the impact of Parent Withdrawal (PW) on student performance by analyzing shifts in Arizona English Language Learner Assessment (AZELLA) scores, which assess proficiency in Listening, Speaking, Reading, and Writing. The primary objective is to evaluate how the removal of language support affects ELL students' English proficiency over time, using pre- and post-withdrawal data. This analysis presents detailed graphs and tables to illustrate performance changes among PW students. Notably, the data highlights a skewed distribution in student outcomes where proficiency drops are more pronounced among higher-level students than those at lower levels. These findings emphasize the challenges faced by ELL students who exit ELD services prematurely, as many struggle to maintain or improve their language proficiency. Based on the observed negative shifts, this research suggests that parents carefully reconsider withdrawing their children from ELD programs. Retaining language support services is critical for ensuring sustained academic growth, particularly in mastering core language skills necessary for long-term success.

Keywords: Parent Withdrawal, English Language Learner, English Language Development, AZELLA.