The study aimed to identify significant disparities in the reading growth of English learners (ELs) enrolled in either push-in or pull-out EL services, as measured by the ACCESS and MAP assessments. Conducted at a middle school in southwestern Illinois, the research focused on the impact of different EL programming types on the reading performance of students in grades 6 through 8. A causal-comparative research design was employed to compare the reading scores of two groups of ELs on both the ACCESS and MAP assessments, exploring the relationship between push-in and pull-out instructional models. The sample included English learners in grades 6 through 8 who qualified for EL services in a suburban setting. The analysis utilized ex post facto data from the 2022-2023 and 2023-2024 school years, incorporating demographic information, testing data, and EL programming details. The study examined individual reading proficiency and growth scores from MAP assessments for each student across both instructional models, aiming to draw meaningful conclusions about the effectiveness of each approach. [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.]