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.
Resources related to this item
Wright, W., & Pu, C. (2005). Academic Achievement of English Language Learners in Post Proposition 203 Arizona. Boulder, CO: National Education Policy Center. Retrieved [date] from https://scholar.colorado.edu/nepc/417
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