Arizona Lowered the Bar for Its English Fluency Test. Experts Say It Will Harm Students in the Long Run.

Arizona’s decision to lower the bar for its English fluency test has sparked concern among experts who warn that it will have far-reaching consequences for tens of thousands of students learning English as a second language. The change, approved by outgoing Superintendent Tom Horne, may seem like a minor tweak on the surface but is actually a significant shift in policy.

The Structured English Immersion program, also known as “English-only,” has been required in Arizona public schools since Proposition 203 was passed in 2000. This approach has been contentious from its inception, with critics arguing that it fails to provide adequate support for language learners and instead pushes them into mainstream classrooms before they are ready. The results have been dismal: students enrolled in the program consistently underperform on standardized tests.

In response to criticism over the years, Arizona’s Department of Education was required to revamp the English proficiency test, AZELLA, after a 2012 federal investigation found it was not an accurate measure of language skills. At least 28,000 students were removed from structured English immersion programs without proper support as a result. The settlement agreement that followed required the state to provide intervention services for affected students.

By lowering the bar for the fluency test, officials are essentially creating a new class of students who will be prematurely exited from the Structured English Immersion program without sufficient language skills to succeed in mainstream classrooms. This is a recipe for disaster, as experts warn that such students will struggle even more in academics and may fall further behind their peers.

The implications of this decision go beyond Arizona’s borders. As one of only two states (along with California) with laws mandating English-only instruction, Arizona sets a troubling precedent for other states to follow. The message it sends is clear: that language learners are not worth the investment.

Arizona’s English fluency test debacle comes on the heels of a broader national trend. While some schools have begun to adopt more inclusive and effective approaches to addressing the growing need for English-language support, Arizona seems stuck in the past, clinging to outdated policies that harm students rather than lifting them up.

The new superintendent, Kathy Hoffman, has an opportunity to take a hard look at the department’s approach and make much-needed changes. However, the clock is ticking, and it remains to be seen whether she will prioritize evidence-based practice over ideology.