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In 2000, Arizona passed a law similar to California’s called Proposition 203. Proposition 203 required children who are English learners to be taught through an English immersion for one year. In addition, it repealed education laws that were previously in place that allowed individuals to speak dual languages.

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Collier and Thomas made a discovery that bilingual education closes academic achievement gaps in all categories, even for students that are below grade level in their second language (L2) and in their first language (L1).

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Graph of Number and Percent of Immigrants

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Graph of Number and Percent of Immigrants

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In terms of bilingual education, teachers claim that they see a difference in student responsiveness and engagement in class, with less behavioral problems occurring as a result of students feeling more valued and respected throughout the learning process.

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Research shows that bilingual individuals have an easier time with understanding mathematical concepts and solving complex problems, develop stronger logical skills, and have an easier time learning other languages.

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2002, mid-term elections in Massachusetts included a ballot question, Question 2, to decide the future of the bilingual programs offered in the state up to that moment.  In Nov. 2002, almost 70% of the population of Massachusetts voted in favor of Question 2 and against bilingual education (white majority electorate); whereas 93% of the Latino population voted against Question 2.

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Dr. Wayne Thomas and Dr. Virginia Collier have collaborated for 44 years as both professors and researchers in the field of bilingual education. Their research of over 8 million student records in 36 school districts in 16 U.S. states have influenced many policies world wide, with bilingual education spreading and becoming an essential form of education in the United States.

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Dr. Thomas is a Professor of Evaluation & Research Methodology in the Graduate School of Education at George Mason University and Dr. Virginia Collier is a Professor of Bilingual/Multicultural/ESL Education at George Mason University.

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Ron Unz (American Entrepreneur) and the U.S. English Group initiated the English Language Education in Public Schools (related to 2002 Massachusetts mid-term election Question 2)→all public children must be taught English by being taught all subjects in English and being placed in English language classrooms-->Inadequacy of teachers in mainstream classes in meeting the unique needs from immigrant children (they often struggle and fall behind academically)

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Research is coming out in favor of bilingual education and awareness is growing for the need to support children learning English from another language background. However, many educational institutions are only just beginning to come around to providing this support, or are still restricting freedom of bilingual education. There remains much to be done in regards to helping these children.

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In 2002, the No Child Left Behind Act was passed. This act was for specifically Bilingual Education programs, teachers are now required to be fluent in both English and any 'other language' used in the classroom. However, these bilingual programs are to be replaced by English-only schooling in just three years, even if a child is not proficient in English.

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Achievement Gap between English Language Learners (ELLs) and non-ELLs

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Achievement Gap between English Language Learners (ELLs) and non-ELLs

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Similar gaps can be found between ELLs and non-ELLs in the math section of this test administrated by Arizona, which increase from grade 4 onwards.

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One of the challenges is how quickly the bilingual education is replaced in mainstream schools. Ideally, the bilingual education would have carried on until high school, but it is quickly replaced.

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The immigrants were being forced to drop their first language and be primarily english learners , losing the generational ties to their native tongue. 