The Impact of Language and High-Stakes Testing Policies on Elementary School English Language Learners in Arizona.

  title={The Impact of Language and High-Stakes Testing Policies on Elementary School English Language Learners in Arizona.},
  author={Wayne E. Wright and Daniel S. Choi},
  journal={Education Policy Analysis Archives},
This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed… Expand
High-stakes math tests: How No Child Left Behind leaves newcomer English language learners behind
The No Child Left Behind Act establishes federal education policy for the United States, with a heavy focus on accountability through high-stakes testing. Provisions specific to English languageExpand
(Re)Categorizing Language-Minority Literacies in Restrictive Educational Contexts
In this discussion, I explore the unfolding effects of Arizona’s anti-bilingual education law (Proposition 203) on schools with predominant language-minority student populations. Instead ofExpand
Preparing Teachers for Success with English Language Learners: Challenges and Opportunities for University Tesol Educators
This study investigates the role that a socioculturally grounded university English to Speakers of Other Languages (ESOL) program played in shaping teachers' work with English Language LearnersExpand
Exploring assessment of students from different language backgrounds
Abstract Within the United States, a priority has been placed on the area of reading assessment as mandated by the US Department of Education (2004). Confusion still exists as to how to assessExpand
Separate and Not Equal: The Implementation of Structured English Immersion in Arizona's Classrooms.
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): theExpand
Cognitive Styles and Self-Efficacy of Teacher of English Language Learner Students
The fast growing number of ELL students in the nation's schools creates a greater challenge regarding the education of this particular population, where most of the challenges were related to schoolExpand
Impact of Repeatedly Failing a High School Exit Exam: Voices of English Language Learners
This qualitative study explored the perceived psychological impact of repeated failures on a high school exit examination (HSEE). We interviewed eight self-identified English language learnersExpand
The Great Wall of “English Only”: Teacher Perceptions of Classroom Ecology in Arizona’s Post-Proposition 203 Era
Abstract In 2000, Arizona voters enacted Proposition 203, which limited the use of children’s native language in public schools and instead, mandated an accelerated one-year English immersion modelExpand
An analysis of how restrictive language policies are interpreted by Arizona’s Department of Education and three individual school districts’ websites
Restrictive language policies for education have been passed in several states in the United States. In 1998, 2000, and 2002, California, Arizona, and Massachusetts passed the most restrictive ofExpand
The Effects of Proper Implementation of Bilingual Programs in Elementary Schools in the United States
Americans’ support of bilingual education has been closely linked with the immigration sentiments of the times. Current anti-immigrant feelings on bilingualism have intensified its negativeExpand


English Language Learners Left Behind in Arizona: The Nullification of Accommodations in the Intersection of Federal and State Policies
Abstract Current educational reform efforts in Arizona involve three major federal and state language and assessment policies: (a) AZ LEARNS (2001), Arizona's high-stakes testing and schoolExpand
Bilingualism for the Children: Implementing a Dual-Language Program in an English-Only State
In November 2000, Arizona voters passed Proposition 203, a law that replaced bilingual education with a 1-year program known as Structured English Immersion (SEI). Although SEI has little support inExpand
The effects of bilingual education programs and structured English immersion programs on student ach
This study compared the academic achievement of approximately 70,000 students enrolled in bilingual and structured English immersion programs in Arizona. The goal was to determine if the twoExpand
The No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues
There are major issues involved with the disaggregated No Child Left Behind (NCLB) Act in terms of its adequate yearly progress reporting for students with limited English proficiency (LEP).Expand
Revisiting the Bilingual Debate From the Perspectives of Parents: Policy, Practice, and Matches or Mismatches
This article asks two basic questions about educational policy and practice for English-language-learner (ELL) students: First, antibilingual education initiatives imply a subtractive view ofExpand
Weighing the Evidence: A Meta-Analysis of Bilingual Education in Arizona
Abstract This article reviews the current policy context in the state of Arizona for program options for English language learners and produces a meta-analysis of studies on the effectiveness ofExpand
The Big Picture: A Meta-Analysis of Program Effectiveness Research on English Language Learners
This article presents a meta-analysis of program effectiveness research on English language learners. The study includes a corpus of 17 studies conducted since Willig's earlier meta-analysis and usesExpand
The Political Spectacle of Arizona's Proposition 203
Arizona's Proposition 203 places restrictions on bilingual and English-as-asecond-language programs and essentiality mandates English-only education for English language learners (ELLs). This articleExpand
The Condition of English Language Learners in Arizona: 2005
Two events – Flores v. State of Arizona (1999) (Flores) and the passage of Proposition 203 – continue to direct English Language Learner (ELL) education policy in Arizona. The Flores case imposed aExpand
Effective Reading Programs for English Language Learners. A Best-Evidence Synthesis.
This article reviews experimental studies of reading programs for English language learners, focusing both on comparisons of bilingual and English-only programs and on specific, replicable modelsExpand