The Beaverton School District study examined the relationship between ELD instruction time, program models, and student outcomes. Researchers found that while students received an average of 47 minutes of ELD daily, increased ELD time did not correlate with improved English proficiency test scores. The report suggests that the quality and type of ELD instruction are more influential than the quantity of time. Dual language and co-teaching programs were found to be more effective in promoting long-term English language acquisition than pull-out programs or exempting students from ELD services. These findings align with other research indicating the superiority of dual language instruction over English immersion.