ENGLISH PROFICIENCY AND ACADEMIC PERFORMANCE English Proficiency and Academic Performance of SDCA Students: Basis for Strengthening the English Language Program Jonathan R. Adanza, RN, MDiv, MAN School of Arts, Science, Criminology, and Education eklektos73@gmail.com Abstract: English has gained acceptance in the educational systems of several countries like the Philippines. Therefore, it is not surprising that proficiency in this language is used as an indicator of academic achievement in schools. Deficiency in the language of instruction would mean students could never perform well in the courses taught using English as medium of instruction. This study utilizes the ex post facto, descriptive, correlational design of research, in which variables such as actual and perceived English proficiency and academic performance are primarily considered. The results show that the actual and perceived English proficiency of the students are both satisfactory. The academic performance reveals that SDCA students are basically average students and are heterogeneously grouped. Among the skills, SDCA students, though satisfactory, need to improve in the speaking and writing aspects of the English language. Moreover, the students have satisfactory perception regarding the effectiveness of the enhanced English curriculum. The study further reveals there is a significant difference in students’ English proficiency, both actual and perceived when grouped according to school/program of study (F (3, 115) = 8.28, p = .000). Furthermore, there is no significant difference in students’ English proficiency, both actual and perceived when grouped according to year level (t [116] = .044, P = .965). It does not matter whether the student is an incoming second year or third year, the proficiency remains the same. A significant relationship (positive correlation) can be observed between English proficiency and students’ academic performance (r=.288; p=.002). It is then crucial to have a good grasp of the English language to do well in school, particularly the major or professional courses that are English-based. This is expected as the materials and the medium of instruction in the professional courses are in English. Key words: English proficiency, academic performance, correlation 1