Document Type

Research Brief

Publication Date

1-1-2005

Abstract

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.

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Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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