Corpus ID: 146347697

Separate and Not Equal: The Implementation of Structured English Immersion in Arizona's Classrooms.

@article{Lillie2012SeparateAN,
  title={Separate and Not Equal: The Implementation of Structured English Immersion in Arizona's Classrooms.},
  author={K. Lillie and A. Markos and M. Arias and Terrence G. Wiley},
  journal={Teachers College Record},
  year={2012},
  volume={114}
}
Background/Context: Over the last ten years, a convergence of laws and decrees has impacted the development and implementation of Arizona’s current program for English language learners (ELLs): the four-hour Structured English Immersion (SEI) model. Arizona’s new model, while being touted by some as the most effective program for ELLs (Clark, 2009), is raising concerns with researchers and educators involved with the education of ELLs. A recent Auditor General’s report (Davenport, 2011… Expand

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Do the AZELLA Cut Scores Meet the Standards? A Validation Review of the Arizona English Language Learner Assessment
A Return to the "Mexican Room": The Segregation of Arizona's English Learners
The Political Spectacle of Arizona's Proposition 203
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