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Direct linkMahoney, Kate; Lillie, Karen E.; Rolstad, Kellie; MacSwan, Jeff; DuBois, Natalie; Haladyna, Tom – International Journal of Bilingual Education and Bilingualism, 2022
The authors evaluate the success of Arizona's program for English Learners (ELs) twelve years after the implementation of Proposition 203 to determine whether it meets the "third prong" test of Castañeda v. Pickard (1981), which requires a demonstration of the effectiveness of a program after its implementation. This study is a follow-up…
Descriptors: State Legislation, English Language Learners, Court Litigation, Program Effectiveness
Lillie, Karen E.; Markos, Amy; Arias, M. Beatriz; Wiley, Terrence G. – Teachers College Record, 2012
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,…
Descriptors: Teaching Methods, Compensatory Education, English (Second Language), English Language Learners
Download full textLillie, Karen E.; Markos, Amy; Estrella, Alexandria; Nguyen, Tracy; Trifiro, Anthony; Arias, M. Beatriz; Wiley, Terrence G.; Peer, Karisa; Perez, Karla – Civil Rights Project / Proyecto Derechos Civiles, 2010
This study examines the implementation and organization of the state mandated curriculum in the 4-hour SEI block in 18 K-12 classrooms in 5 different districts. We focus on the effects of grouping by language proficiency, the delivery of the structure-based ESL curriculum, the provision of resources and limiting of access to grade-level…
Descriptors: English (Second Language), Language Proficiency, State Standards, Delivery Systems
