This study compares the academic achievement of 288 Hispanic students enrolled in the content-based English as a second language program and the late exit transitional bilingual program in an urban elementary school in Texas. The goal was to determine if the two programs had differing effects on Hispanic student achievement in reading. The sample included students enrolled in grades 3-6. The participating school is a PreK-6 school with approximately 700 students. In addition to the late exit transitional bilingual program, the school houses English as a Second Language (ESL) program. About 96% of the students receive free or reduced lunch and 86% of the student population is of Hispanic origin. T-tests were used to compare the two groups' raw and means scale-scores on the Texas Assessment of Knowledge and Skills (TAKS) in the area of reading. The findings revealed that students enrolled in the content-based ESL program consistently scored higher than those enrolled in the late exit transitional bilingual program. [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.]