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From http://www.edcentral.org/research-precisely-works-english-language-learners/

More Research On Precisely What Works for English Language Learners
by Conor Williams
August 28, 2014

“[A] report [’The Correlates of Academic Performance for English Language Learner Students in a New England District’] explores how a large, urban Connecticut district is educating ELL students—and checks for correlation between particular language support models (such as English as a Second Language, transitional bilingual programs, and others) and student achievement. Because of the structure of the study, they made no causal claims, but found a variety of interesting correlations.

“For instance, the various language support models in use had effects that varied by grade span. The researchers first explored how these various models might be linked to performance on Connecticut’s English proficiency assessment (the exam used to measure whether ELLs are ready to exit language services). Dual language bilingual education programs “was associated with higher English proficiency scores than the average” for ELLs in K–1st grade and 6th–8th grade. Meanwhile, ELLs in transitional bilingual education or English as a Second Language programs underperformed the average English proficiency scores to varying degrees at nearly all grade spans (K–8th grade). ELLs whose parents refused language support services performed above the average for English proficiency scores at all grade levels except 6th–8th grade.”

Read the full article at http://www.edcentral.org/research-precisely-works-english-language-learners/
The report is available at http://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL_2014020.pdf