The Achievement of Arizona's English Language Learners After Proposition 203 (2005–2013): Testing Castañeda's Third Prong

• In Event: 66.080 - Roundtable Session 26
  In Roundtable Session: 66.080-19 - Pushing Back Against Restrictive Language Policies

Abstract

The purpose of this study is to evaluate the current instructional program, known as Structured English Immersion (SEI), used in Arizona since 2001. The current study is a follow-up to a previously published study focused on 2003-2007 data, which now examines a wider longitudinal context, 2005-2013. The current evaluation period corresponds to the implementation of Arizona’s Four Hour Block Program. Results of the prior study suggested that Arizona had not removed the language barriers affecting bilingual learners in the state, failing Castañeda’s test. The results of the proposed follow-up study promise to provide valuable information speaking further to Castañeda’s test, addressing whether the state’s increasingly restrictive language policies have provided appropriate programmatic resources for bilingual learners in the state.

Authors

• Kellie Rolstad, University of Maryland

• Kate S. Mahoney, State University of New York - College at Fredonia

• Jeff MacSwan, University of Maryland

• Thomas Haladyna, Arizona State University