The purpose of this quantitative study was to examine whether English as a Second Language (ESL) Hispanic students, attendance at Title I or Non-Title I schools, and percentage of Bilingual/ESL teachers on campus impacted academic performance as measured by standardized tests. With a rapidly expanding Hispanic population in Texas, it was prudent to investigate how the population increase impacts K-12 public-education schools relative to bilingual instruction programs. Hence, this study focused on Texas public-education schools within an urban school district and consists of archived, secondary data from the State of Texas Assessments of Academic Readiness (STAAR) examination. Bronfenbrenner's Socio-Ecological Model served as the theoretical framework for this study and highlighted several factors that influence Hispanic students' academic performance. ANCOVA testing revealed a statistically significant effect of student gender, ESL program status, as well as the interaction between school type and ESL program status on reading scores while controlling for student gender and academic school year. Additionally, there was a statistically significant effect of student gender, school type, ESL program status, as well as the interaction between school type and ESL program status on writing scores while controlling for student gender and academic school year. The findings of this study may inspire constructive changes in Bilingual education policy, Title I funding allocations, Bilingual/ESL teacher certifications and hiring decisions, classroom intervention strategies, and Title I program determination decisions. [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.]