Arizona

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.

The Foundation for Child Development commissions case studies that offer a first-hand account of ground-breaking policy development and practice.

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.

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.

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.

The Arizona English Language Learners Assessment (AZELLA) is used by the Arizona Department of Education to determine which children should receive English support services.

This paper reviews the research on the impact of segregation on Latino and English learner students, including new empirical research conducted in Arizona.

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.