This quantitative study evaluated how teaching models for language acquisition--the Integrated, the Stand-Alone and the Mixed Model--and student characteristics--gender and disability status--relate to growth in language skills among ELL students. In this study, the New York State English as a Second Language Achievement Test scores of the elementary school children in 3rd and 4th grades were analyzed from one school district in New York. During the 4th grade school year, ELL students received instruction via the Integrated Model, the Stand-Alone Model, or the Mixed Model, as such the 3rd grade scores served as a baseline while the 4th grade scores (or growth from 3rd to 4th grade) provided insights into the benefits of each model. The results indicated that there was no statistically significant difference in language growth between the three teaching models; however, students classified as disabled experienced lower language growth than their peers. [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.]