A challenge for todays instructional leaders is identifying the most effective method of educating English Language Learners (ELLs) who participate in the English as a Second Language (ESL) program. The primary purpose of the study was to compare the effectiveness of three programs used for ESL students in twelve elementary schools in a Urban school district in the southwestern United States. These programs included the Pullout model, the Co-teaching model, and the Inclusion model in which the regular classroom teacher is certified in ESL instruction. The researcher conducted a quantitative study looking at individual student growth as measured by the Texas English Language Proficiency Assessment System (TELPAS) test in the areas of reading, writing, listening, and speaking. Data were obtained from twelve elementary schools and divided into three groups based on the model of ESL instruction received. Only TELPAS scores of students in third through fifth grade were analyzed. Limiting the research to students in third through fifth grade assured that the students were all serviced on elementary campuses and took the online reading test for TELPAS during the last two consecutive school years, 2011 and 2012. The growth of the three groups was compared using an ANCOVA with type of instruction as the independent variable; score on each domain at time two, controlling for scores at time one. Thus, students' prior ability (time one) was controlled for when examining scores by type of instruction. Overall, the results showed that the instructional model students received did not significantly impact their TELPAS scores. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]