The price of not being English proficient in the United States is costly. A study using 2000 census data showed that people who were not English proficient experienced lower earnings than those who spoke only English (Community and Regional Development Estate, 2005). The cost of being a non-proficient English speaker has the potential to decrease one's earning and perpetuate the poverty cycle, which is already higher for individuals of color (Wagmiller & Adelman, 2009). The National Center for Education Statistics (NCES) (2016) reports that between 2014 and 2015, there were 4.6 million students in public schools who were considered English Learners. Per the same source, that number continues to rise (NCES, 2016). In 2016, Arizona assessed 33,520 Limited English Proficient (LEP) students (Arizona Department of Education [ADE], 2016). This number rose to 42,767 in 2017 (ADE, 2017b). While the number of English Learners in our classrooms may be increasing, our progression in moving the needle for their academic achievement is seemingly stagnant. Why? In 2017, Arizona English Learners continue to lag behind their peers on statewide standards testing despite years passing since No Child Left Behind regulation and Move on When Reading laws. In response to legislation, Arizona has enacted English-Only instruction and requires that English Learners partake in a Structured English Immersion (SEI) Program or an Individual Language Learner Plan (ILLP), unless specifically withdrawn by a parent (PW). No current data exist to illustrate whether there is a significant difference amongst academic achievement by English Learner students participating in a Structured English Immersion classroom, an Individual Language Learner Plan, or a Parent Withdrawal from the English Learner III Program. This translates to educators are teaching using various program models sans evidence of which yields higher student achievement or English Language Arts proficiency. The researcher proposed a quantitative study to determine whether there was a significant difference amongst English Learner students participating in a Structured English Immersion classroom, or on an Individual Language Learner Plan, or a Parent Withdrawal from the English Learner Program in the area of student academic achievement as measured by Arizona's Measurement of Educational Readiness to Inform Teaching (AzMERIT) English Language Arts (ELA). Material for the proposed study included various resources provided by the Arizona Department of Education, American Institutes for Research, National Center for Education Statistics, The Annie E. Casey Foundation, as well as the works of linguistics experts, language acquisition researchers and education reformers. Using a quantitative research method offered the opportunity to study information in a formal, objective, and systematic way. The independent variables were English Learner Program Models and the dependent variable was the student achievement outcome after students participated in an English Learner Program. The implication on education, specifically education in Arizona, was the opportunity to compare current program models used to achieve English Language Arts proficiency and suggest for utilization, best practices based on real-student evidence. [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.]