An Analysis of Language-Minority Student Identification and Classification Practices in Arizona and California

• In Event: Flores v. Arizona: Legal, Political, and Pedagogical Implications for English Language Learners

Abstract

California and Arizona are amongst the six states with highest ELL enrollments (Payán & Nettles, 2009). To that end, many, if not all, high-stakes decisions for the instruction as well as assessment of ELLs are determined based on the premise that classification categories for language minority students is valid and differentiates between those students who are proficient in English and those who are not (U.S. Office of English Language Acquisition [OELA], 2010). The aim of this descriptive comparative study is to decipher identification, classification, and reclassification practices in Arizona and California as well as the policies that have helped shape such practices and ultimately impact English language learner students’ academic trajectories.

In its attempt to achieve justice for language minority students in Arizona, Flores v. Arizona (2009, 2013) centered on inadequate funding streams for the English language learner programs, lack of qualified teachers to meet the needs of this vastly expanding segment of student population, and lack of sound procedures in place for language minority student identification and classification practices as these relate to language proficiency skills as well as appropriate programmatic placements. Moreover, at the dawn of the 21 century, Arizona voters have successfully passed and later enacted English-only law (mirrored after California’s Proposition 227) dictating how language minority students are taught in K-12 settings and ultimately sealing the fate for allowing parents of language minority students to choose the course of instruction for their children (i.e., English-only vs. Bilingual Education) (Crawford, 2000). In this perfect storm scenario, the matters were further complicated by several controversial legislations in Arizona, such as SB 1070 of 2010 and HB 2281 in 2013 all of which have and continue to impact academic options for those students who are language minority.

This paper embodies critical examination of language minority student identification and classification policies as well as practices and programmatic stratification in public schools in Arizona and California. More specifically, this study closely examines enrollment data (from 2008-2012) from Department of Education (Arizona Department of Education [ADE], 2012; California Department of Education [CDE], 2012) databases reflecting language minority student enrollments in English language learner programs and a representative district sample of local (school site) procedural guidelines for student identification and classification practices. The discussion will focus on the language minority student identification and classification segment of the Flores vs. Arizona lawsuit, California identification and classification policies as well as the impacts of several English-only and anti-immigrant movements (spearheaded in California and successfully migrated to Arizona) on the language minority student enrollments in and reclassification (exit) from English language learner programs. In its investigation, this descriptive study (Borg & Gall, 1989) utilizes comparative analysis of the language minority student classification policies as well as practices currently in place in these two states and how these policies are implemented at a local level.

Author

• Irina S. Okhremtchouk, San Francisco State University