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The Impact Of Language And High-Stakes Testing Policies On Elementary School English Language Learners In Arizona, Wayne E. Wright, Daniel Choi
The Impact Of Language And High-Stakes Testing Policies On Elementary School English Language Learners In Arizona, Wayne E. Wright, Daniel Choi
Education Policy Analysis Archives (EPAA)
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 to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants …