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Arizona
- PreK-3rd: Next Steps for State Longitudinal Data Systems
April 19, 2012 This Policy to Action Brief recommends that the federal government convene a national advisory group to develop guidelines that will assist states in developing fully integrated PreK-12 longitudinal data systems, a critical first step to assessing children’s early education experiences and the impact of early education on later school success.
- Foundation for Child Development Case Studies
November 29, 2010 The Foundation for Child Development commissions case studies that offer a first-hand account of ground-breaking policy development and practice.
- Assessment of Young English Language Learners in Arizona: Questioning the Validity of the State Measure of English Proficiency
August 6, 2010 This study analyzes the Arizona policy of utilizing a single assessment of English proficiency to determine if students should be exited from the ELL program, which is ostensibly designed to make it possible for them to succeed in the mainstream classroom without any further language support.
- Is Arizona’s Approach to Educating its ELs Superior to Other Forms of Instruction?
August 6, 2010 In the Horne v. Flores Supreme Court decision of June 25, 2009, the Court wrote that one basis for finding Arizona in compliance with federal law regarding the education of its English learners was that the state had adopted a significantly more effective instructional model for EL students, that being Structured English Immersion (SEI). This paper reviews the extant research on SEI, its definitions, origins, and strategies.
- Policy in Practice: The Implementation of Structured English Immersion in Arizona
August 6, 2010 This study examines the implementation and organization of the state mandated curriculum in the 4-hour SEI block in 18 K-12 classrooms in 5 different districts.
- Do the AZELLA Cut Scores Meet the Standards? A Validation Review of the Arizona English Language Learner Assessment
August 6, 2010 The Arizona English Language Learners Assessment (AZELLA) is used by the Arizona Department of Education to determine which children should receive English support services.
- A Return to the “Mexican Room”: The Segregation of Arizona’s English Learners
August 6, 2010 This paper reviews the research on the impact of segregation on Latino and English learner students, including new empirical research conducted in Arizona.
- Implementing Structured English Immersion (SEI) in Arizona: Benefits, Costs, Challenges, and Opportunities
August 6, 2010 This study conducted telephone interviews with 26 randomly selected English Language Coordinators from 26 Arizona school districts with enrollment patterns that were representative of the state as whole.