This paper provides a baseline description of fifth graders in a regular English class located in an urban school. This study described the three regular English fifth-grader classes in three School Years of a public elementary school. There were 121 pupils profiled with data on their ages, gender, nutritional status and English final grades. Multiple regression analysis was used to correlate the academic grades in English with the ages, gender and nutritional status of the pupils under study. Percentages, frequency, mean and standard error were computed to describe the results. Results showed that almost similar number of boys and girls were enrolled each year. Majority of the pupils are in their expected grade level and have normal nutritional status. Gender was found to have the significant relationship with English final grades of the pupils. This finding implies that pupil activities and teacher facilitation must incorporate the gender-specific design of activities to better facilitate learning in both language and reading.