BLE Timeline Assignment

Lawsuit began in 1992, but didn't reach court until 1999. Lawsuit due to inadequate state funding, resulting in program deficiencies for ELLs.
Three mandates resulted from this case on curriculum and instruction:
• Daily instruction in English language development. The English language instruction shall be appropriate to the level of English proficiency and shall include listening and speaking skills, reading and writing skills, and cognitive and academic development in English.
• Daily instruction in basic subject areas that is understandable and appropriate to the level of academic achievement of the ELL student, and is in conformity with accepted
strategies for teaching ELL students.
• The curriculum of all bilingual education and English as a Second Language (ESL) programs shall be comparable in amount, scope and quality to that provided to English proficient students.

Impact:
This court case has a very positive impact on the progression of English Learners education in schools. Because of this court decision, English Learners are treated as equals and received the extra help they needed and deserved. This decision helped progress occur within districts that had neglected helping these individuals in need.

In November of 2000, Arizona passed Proposition 203 requiring that all classes be taught in English using a Structured English Immersion (SEI) program.

Impact:
This proposition has its pros and cons in terms of its impact on English Learners education. The Structured English Immersion is a rapid and quick way to teach English to English learners, however, it is said to take a total of 5 or more years to completely learn English so this structure has its cons. It has a positive impact, though, on these English Learners because significant amounts of time is taken out of the school day to dedicate time to help these individuals.

At this point in time, I was only 1 year-old. Major events happened for English Learners in the late 90s through the early 2000s. I had just learned how to walk at this point!

Court ordered Arizona to perform another cost
study and set a compliance deadline of June 2003 for the state to create a funding plan for English Learners.

The U.S. District Court ordered financial penalties imposed against the state in the form of progressive daily fines until the state complied with the judgment. In addition, the U.S. District Court excluded ELL pupils from the Arizona’s Instrument to Measure Standards (AIMS) graduation requirement until the state properly funds ELL programs and there is sufficient time to allow ELL students to compete equally on the test.

Impact:
This decision has an incredibly positive impact on English Learners! This decision allows ELLs to receive all the help and time they need before taking the AIMS test, allowing them equal opportunities to grow and learn.

In 2005, I had just started Kindergarten. At this point in time, I was living in Missouri about to move to Arizona. I, because I was so young, had no idea what an English Learner was nor how their education was impacted during this time.

The ELL Task Force created by the Legislature in HB 2064 formally adopted Structured English Immersion (SEI) programs. Several educators testified that the model was flawed in numerous ways. The model required school districts to segregate ELL students in language acquisition classes for four hours per day; the model did not provide districts any flexibility as to how to run their ELL programs and did not discuss whether and how ELL students were to receive instruction in 12 academic subjects such as math, science, social studies and history; and lastly, the model was expected to substantially increase school districts’ ELL program costs.

Impact:
This realization helped improve English Learners education because it allowed districts and teachers to notice that segregation within their schools is not progressing ELLs like they thought it would be. Instead, ELLs are academically behind and missing out on major discussions and material being taught in normal classrooms.

In 2007, I was in 2nd grade. I had many kids in my class here in Arizona, attending Copper King Elementary, who were English Learners. I remember kids being pulled from class to get "extra help". I rarely ever saw these students and I can't even remember their names nor what they look like. They were always separated from our classes.

The U.S. Supreme Court in Horne v. Flores ruled in a 5-4 vote that the State of Arizona remained in violation of the Equal Education Opportunity Act (EEAO), but stated that education and the funding of education is a state issue and should be resolved at the state level and remanded the case back to the district court.

Impact:
This certain court discussion has a negative impact on ELLs due to the fact that these individuals are not receiving equal funding nor the help they should be getting within their education. This puts them academically behind and does not allow them equal opportunities.

In 2009, I was in 4th grade. I continued to have kids in my class be pulled due to them speaking a different language. I remember some students stayed for math or homeroom, but would be pulled during specials or reading. They would join us for lunch and recess, but they typically sat alone or with each other. I didn't realize until now that this was a sort of segregation between us.