Skip to main content

Advertisement

SpringerLink
Log in

Evaluating the impact of restrictive language policies: the Arizona 4-hour English language development block

  • Original Paper
  • Published:
Language Policy Aims and scope Submit manuscript

“Who learns how much of what language under what conditions?” (Spolsky 1989, p. 3).

Abstract

Approximately five million English Language Learners (ELLs) attend public schools in the United States. Because the majority of ELLs tend to live in immigrant families, schools become the means to provide ELLs with the English skills necessary to be competent in school and in life. Federal and state policies regarding instructional arrangements for ELLs have been passed ignoring existing research. After years of intense litigation, the state of Arizona passed a highly restrictive language policy—the 4-hour English language development (ELD) block. Its supporters claimed that it is superior to other forms of instructional arrangements. To back up this claim, existing analyses have relied on techniques that have failed to account for individual and within school variation. Using longitudinal academic achievement data, we rely on a difference-in-differences approach to reduce bias in the estimation of the causal effect of 4-h ELD block on ELL students’ academic achievement (as measured by AIMS and TerraNova test scores). We consistently found that the 4-h ELD block does not contribute to increase ELL students’ academic achievement; ELLs who participated in mainstream classrooms and in other instructional arrangements have higher academic achievement compared to ELLs who participated in the 4-h ELD block. Given this evidence, it is clear that this highly restrictive language policy does not meet the language and academic needs of ELLs. Instead, this policy results in more segregation and inequities.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Abadie, A. (2005). Semiparametric difference-in-differences estimators. The Review of Economic Studies, 72(1), 1.

    Article  Google Scholar 

  • Angrist, J., & Krueger, A. B. (2001). Instrumental variables and the search for identification: From supply and demand to natural experiments. Mass, USA: National Bureau of Economic Research Cambridge.

    Google Scholar 

  • Arizona Department of Education [ADE]. (2004). The effects of bilingual education programs and structured English immersion programs on student achievement: A large-scale comparison. Phoenix, AZ.

  • Burkheimer, G. J. Jr., Conger, A. J., Dunteman, G. H., Elliott, B. G., & Mowbray, K. A. (1989). Effectiveness of services for language-minority limited-english-proficient students (2 vols.). Technical report. Research Triangle Park, N.C.: Research Triangle Institute.

  • Clark, K. (2009). The case for structured English immersion. Educational Leadership, 66(7), 42–46.

    Google Scholar 

  • Combs, M., Evans, C., Fletcher, T., Parra, E., & Jiménez, A. (2005). Bilingualism for the children: Implementing a dual-language program in an English-only state. Education Policy, 19(5), 701–728.

    Article  Google Scholar 

  • Cummins, J. (1992). Bilingual education and English immersion: The Ramírez report in theoretical perspective. Bilingual Research Journal, 16, 91–104.

    Article  Google Scholar 

  • Danoff, M. N. (1978). Evaluation of the impact of ESEA title VII Spanish/English bilingual education program. Overview of study and findings. Overview of study and findings. USA: American Institutes for Research in the Behavioral Sciences, Palo Alto, CA.

  • Davenport, D. (2008). Baseline study of Arizona’s English language learner programs and data fiscal year 2007. State of Arizona: Office of the Auditor General.

    Google Scholar 

  • Davenport, D. (2011). Arizona English language learner program: Fiscal year 2010. State of Arizona: Office of the Auditor General.

    Google Scholar 

  • Gándara, P., & Gómez, M. C. (2009). Language policy in education. In B. Schneider, G. Sykes, & D. Plank (Eds.), AERA handbook on educational policy research. Washington, DC: AERA.

  • Gándara, P., & Hopkins, M. (Eds.). (2010). Forbidden language: English learners and restrictive language policies. New York: Teachers College Press.

    Google Scholar 

  • Gándara, P., & Orfield, G. (2010). A return to the “Mexican room”: The segregation of Arizona’s English learners. Report for the UCLA Civil Rights Project. http://civilrightsproject.ucla.edu/research/k-12-education/language-minority-students/a-return-to-the-mexican-room-the-segregation-of-arizonas-english-learners-1/gandara-return-mexican-room-2010.pdf.

  • García, E. (2010). Education and achievement: A focus on Latino immigrant children. The Urban Institute.

  • García, E. E., Jensen, B. T., Miller, L. S., & Huerta, T. (2005). Early childhood education of Hispanics in the United States. Tempe, AZ: The National Task Force on Early Childhood Education for Hispanics.

  • García, E. E., Jensen, B. T., & Scribner, K. P. (2009). The demographic imperative. Educational Leadership, 66(7), 8–13.

    Google Scholar 

  • Goldenberg, C. (2008). Teaching English language learners: What the research does—and does not—say. American Educator, pp 8–44.

  • Goldenberg, C. (2010). Reading instruction for English language learners. In M. Kamil, P. D. Pearson, E. Moje, & P. Afflerbach (Eds.), Handbook of reading research (Vol. IV, pp. 685–710). Newark, DE: International Reading Association.

  • Goldenberg, C., & Rutherford-Quach, S. (2010). The Arizona home language survey and the identification of students for ELL services. Report for the UCLA Civil Rights Project (http://civilrightsproject.ucla.edu/research/k-12-education/language-minority-students/the-arizona-home-language-survey-and-the-identification-of-students-for-ell-services).

  • Goldenberg, C., Rueda, R., & August, D. (2006). Sociocultural influences on the literacy attainment of language-minority children and youth. In D. August & T. Shanahan (Eds.), Developing literacy in second-language learners: Report on the National Literacy Panel on Language-Minority Children and Youth (pp. 269–319). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Greene, W. H. (1997). Econometric analysis (3rd ed.). Prentice Hall: New York University.

    Google Scholar 

  • Grissom, J. B. (2004). Reclassification of English learners. Education Policy Analysis Archives, 12(36), 1–36.

    Google Scholar 

  • Haas, E., & Gort, M. (2009). Demanding more: Legal standards and best practices for English language learners. Bilingual Research Journal, 32(2), 115–135.

    Article  Google Scholar 

  • Hakuta, K., Butler, G. Y., & Witt, D. (2000). How long does it take English learners to attain proficiency? University of California, Linguistic Minority Research Institute, Policy Report 2000-1.

  • Haladyna, T. M., Downing, S. M., & Rodríguez, M. C. (2002). A review of multiple-choice item-writing guidelines for classroom assessment. Applied Measurement in Education, 15(3), 309–334.

    Google Scholar 

  • Haynes, J. (2007). Getting started with English language learners: How educators can meet the challenge. Alexandria, VA, USA: Association for Supervision & Curriculum Development.

  • Hernández, D., & Cervantes, W. (2011). Children in immigrant families: Ensuring opportunity for every child in America. New York, NY: Foundation for Child Development.

    Google Scholar 

  • Imbens, G., & Wooldridge, J. (2008). Recent developments in the econometrics of program evaluation. Mass., USA: National Bureau of Economic Research Cambridge.

    Book  Google Scholar 

  • Jost, K. (2010). Bilingual education vs. English immersion: Which is better for students with limited English? CQ Researcher, 19(43), 1029–1052.

    Google Scholar 

  • Kossan, P. (2004, April 4). Arizona easing fed's rules for school standards. Arizona Republic (p. B1).

  • Leinhardt, G., & Pallay, A. (1982). Restrictive educational settings: Exile or haven? Review of Educational research, 52, 557–578.

    Google Scholar 

  • Mahoney, K., MacSwan, J., Haladyna, T., & García, D. (2010). Castañeda’s third prong: Evaluating the achievement of Arizona’s English learners under restrictive language policy. In P. Gándara & M. Hopkins (Eds.), Forbidden language: English learners and restrictive language policies (pp. 50–64). New York: Teachers College Press.

    Google Scholar 

  • Martinez-Wenzl, M., Pérez, K., Gándara, P. (2010). Is Arizona's approach to educating its ELs superior to other forms of instruction? http://civilrightsproject.ucla.edu/research/k-12-education/language-minority-students/is-arizonas-approach-to-educating-its-els-superior-to-other-forms-of-instruction/martinez-wenzl-is-arizona-approach-superior-2010.pdf.

  • Matsudaira, J. (2005). Sinking or swimming? Evaluating the impact of English immersion versus bilingual education. Berkeley: University of California.

    Google Scholar 

  • McCaslin, M., Burross, H., & Good, T. (2005). Change and continuity in student achievement from grades 3–5: A policy dilemma. Educational Policy Analysis Archives, 13(1), 1–20.

    Google Scholar 

  • McKinney, E., & Rios-Aguilar, C. (forthcoming). Negotiating between restrictive language policies and complex teaching conditions: The case of teachers of English learners in Arizona. Bilingual Research Journal.

  • Meyer, M. M., & Fienberg, S. E. (1992). Assessing evaluation studies: The case of bilingual education strategies. National Academies Press.

  • Mickelson, R. (2002, August). The academic consequences of desegregation and segregation: Evidence from the Charlotte-Mecklenburg schools. Paper presented at the conference on the resegregation of Southern Schools. Chapel Hill, North Carolina.

  • Moll, L., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory into Practice, 31, 132–141.

    Article  Google Scholar 

  • Nieto, S. (2011). Speaking truth to power in educational research. Essays commissioned on the theme. Washington, DC: American Educational Research Association.

    Google Scholar 

  • Oakes, J. (1994). More than misapplied technology: A normative and political response to Hallinan on tracking. Sociology of Education, 67, 84–88.

    Article  Google Scholar 

  • Parrish, T. B., Merickel, A., Perez, M., Linquanti, R., Socias, M., Spain, A., et al. (2006). Effects of the implementation of proposition 227 on the education of English learners, k-12: Findings from a five-year evaluation. Final Report for AB 56 and AB 1116. American Institutes for Research, 381.

  • Ramirez, J. (1991). Longitudinal study of structured English immersion strategy, early-exit and late-exit transitional bilingual education programs for language-minority children. fiongitudina. Volumes 1 and 2. Department of Education, Washington, DC.

  • Ramírez, D. (1986). Comparing structured English immersion and bilingual education: First-year results of national study. American Journal of Education, 95(1), 122–148.

    Article  Google Scholar 

  • Reese, L., & Goldenberg, C. (2006). Community contexts for literacy development of Latina/o children: Contrasting case-studies. Anthropology of Education Quarterly, 37, 42–61.

    Article  Google Scholar 

  • Rios-Aguilar, C., González Canché, M., & Moll, L. (2010a). A study of Arizona's teachers of English language learners. Report for the UCLA Civil Rights Project (http://civilrightsproject.ucla.edu/research/k-12-education/language-minority-students/a-study-of-arizonas-teachers-of-english-language-learners/Author-arizonas-teachers-ell-2010.pdf).

  • Rios-Aguilar, C., González Canché, M., & Moll, L. (2010b). Implementing structured English immersion [SEI] in Arizona: Benefits, costs, challenges and opportunities. Report for the UCLA Civil Rights Project (http://civilrightsproject.ucla.edu/research/k-12-education/language-minority-students/implementing-structured-english-immersion-sei-in-arizona-benefits-costs-challenges-and-opportunities/AZ-ELC-Study-7-7.pdf).

  • Robinson, J. (2011). Evaluating criteria for English learner reclassification: A causal-effects approach using binding-score regression discontinuity design with instrumental variables. Education Evaluation and Policy Analysis, 33(3), 267–292.

    Article  Google Scholar 

  • Rose Florez, I. (2010). Do the AZELLA cut scores meet the standards? A validation review of the Arizona English Language Learner Assessment. Report for the UCLA Civil832 Rights Project (http://civilrightsproject.ucla.edu/research/k-12-education/language-minority-students/do-the-azella-cut-scores-meet-the-standards-a-validation-review-of-the-arizona-english-language-learner-assessment/AZ-Florez_AZELLAFINAL-V7-8-1.pdf).

  • Sacchetti, M., & Tracy, J. (2006). Bilingual law fails first test: Most students not learning English quickly. Boston Globe, 21.

  • Slaving, R. E., & Cheung, A. (2005). A synthesis of research on language of reading instruction for English language learners. Review of Educational Research, 75(2), 247.

    Article  Google Scholar 

  • Spolsky, B. (1989). Conditions for second language learning. Oxford: Oxford University Press.

    Google Scholar 

  • Stock, J. H., & Watson, M. W. (2007). Introduction to econometrics (2nd ed.). USA: Addison-Wesley Series in Economics.

    Google Scholar 

  • Wightman, J. (2010). ELL education in Arizona: Unconstitutional segregation of just inappropriate? Texas Hispanic Journal of Law and Policy, 16, 121–135.

    Google Scholar 

  • Wright, W. E. (2005). The political spectacle of Arizona’s Proposition 203. Educational Policy, 19, 662–700.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Educational Studies, Claremont Graduate University, 150 E. 10th St, Claremont, CA, 91711, USA

    Cecilia Rios-Aguilar

  2. College of Education, The University of Arizona, Room 327C, 1430 E. Second Street, Tucson, AZ, 85721, USA

    Manuel S. González Canché

  3. The University of Arizona, McClelland Hall Room 401, 1130 E. Helen St, Tucson, AZ, 85721, USA

    Shirin Sabetghadam

Authors
  1. Cecilia Rios-Aguilar
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Manuel S. González Canché
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Shirin Sabetghadam
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Manuel S. González Canché.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Rios-Aguilar, C., González Canché, M.S. & Sabetghadam, S. Evaluating the impact of restrictive language policies: the Arizona 4-hour English language development block. Lang Policy 11, 47–80 (2012). https://doi.org/10.1007/s10993-011-9226-3

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10993-011-9226-3

Keywords

Search

Navigation