Arizona Made Its English Fluency Test Easier to Pass. Experts Say It Will Harm Students’ Ability to Succeed

Arizona’s decision to lower the passing grade on its English proficiency test has been met with criticism from experts, who warn that this move will ultimately harm students who need help most.

The state’s structured English immersion program, which pushes students too quickly into mainstream classrooms without adequate language support, has long been criticized. By lowering the bar, Arizona officials are admitting that their current approach isn’t working, but instead of re-examining the program’s design and effectiveness, they’re merely adjusting the criteria for success.

Nearly 1 in 10 students in Arizona public and charter schools speak a language other than English at home. These students, mostly Spanish-speaking Latino children, are placed in structured English immersion programs where they receive daily blocks of language instruction. However, this approach limits their time for core subjects like math and science, critical to academic success and college readiness.

Defenders of the program claim that English-only policies are essential for student achievement. However, experts argue that such approaches can have devastating consequences for students who don’t meet the proficiency threshold. Education researchers warn that these students will exit the program before they know the language well enough to succeed, perpetuating a cycle of low academic performance and limited opportunities.

Arizona has faced criticism over its English-only policies in the past. Past attempts by the state to reclassify large numbers of children learning English as fluent prompted federal investigations by the departments of Justice and Education. In 2012, the state voluntarily entered a settlement requiring it to revamp the AZELLA test and provide additional language support services for affected students.

Despite these efforts, Arizona continues to prioritize English-only policies over student needs. By lowering the passing grade, officials are essentially saying that meeting basic proficiency standards is good enough. However, this approach ignores the long-term consequences for students who don’t receive adequate language support.

Katie Bernstein, an applied linguist and professor of early childhood education at Arizona State University, warns that placing students in classrooms where they struggle because they lack knowledge of English can be disastrous. “If you’re put in a class where you don’t understand what’s going on at all, you’re not learning language or content,” she said.

Arizona officials would do well to take heed of Bernstein’s words and re-examine their approach to teaching English-language learners. Instead of relying on flawed policies that prioritize English-only instruction, the state should invest in programs that provide targeted language support and allow students to progress at their own pace.

As Arizona moves forward with its plans to implement new proficiency tests, officials would do well to remember the lessons of history. The federal investigations and subsequent settlements were meant to address concerns over student civil rights and language support services. By ignoring these warnings and prioritizing English-only policies, Arizona risks repeating past mistakes and harming students who need help most.

The consequences will be far-reaching – for students, schools, and the state as a whole. It’s time for Arizona officials to put students first and prioritize effective language instruction over flawed policies. Anything less is a disservice to those who need it most.