Four universities joined with UCLA’s Civil Rights Project to release nine studies relevant to the effective education of English Language Learners (ELLs) in Arizona.
- About 15% of Arizona’s ELLs lag far behind their English-speaking peers in reading and math proficiency.
- ELLs are highly segregated from their English-speaking peers in classrooms.
- 85% of the 880 teachers surveyed across the state expressed concern about the educational consequences of the language-based segregation.
These studies, resulting from a meeting on the Horne v. Flores case (an ongoing 17-year case that has been before both the state court and the Supreme Court), could have significant policy implications for the education of ELLs.