This quantitative causal-comparative study investigated the growth performance scores of English learners in grades three through five in reading, mathematics, and science in four English language educational programs: English as Second Language (ESL), Transitional Bilingual Education (TBE), Dual-Language Immersion (DLI), and No Services. I used secondary data from The National Center for Education Statistics (NCES), the Early Childhood Longitudinal Study, Kindergarten Class of 2010-11 (ECLS-K:2011). Participants comprised 569 English learners with predominantly Spanish-speaking children (n = 514). I employed a multiple regression model to calculate the results, which indicated that students in the TBE and DLI programs grew more in reading and science than their counterparts in the ESL program. On the other hand, the mathematics growth performance of students in the DLI program grew less than those of ESL students. The results suggest significant differences in the effectiveness of different approaches to EL language educational programs. [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.]