Academic Achievement of English Language Learners in Post Proposition 203 Arizona

Institution: University of Texas-San Antonio

Source: Education Policy Studies Laboratory

Improvements in school accountability labels received by public elementary schools in Arizona fail to convey the decline in English Language Learner (ELL) test scores. Test data reveal that large achievement gaps still exist between ELLs and their counterparts, and that Structured English Immersion–the state's mandated method for teaching ELLs after the passage of Proposition 203–has not resulted in increased achievement.