The purpose of this study was to understand the learning trajectories of the growing numbers of English learner students in Arizona, especially those who struggle to pass state English language arts and math content tests. This study followed three cohorts of English learner students in Arizona (kindergarten, grade 3, and grade 6) over six school years, 2006/07 through 2011/12, to assess their progress in English proficiency and their academic progress in English language arts and math content knowledge. More than 90 percent of Arizona's English learner students scored at or above the required level for reclassification as fluent English proficient students. Their cumulative passing rate was highest for the English language proficiency test, followed by academic tests in English language arts and math. English learner students who were eligible for special education services had the lowest passing rates on all three tests. In general, English learner students in higher grades had lower cumulative passing rates on all three tests than students in lower grades. Educators might consider devoting additional attention to improving teaching practices and support services to help the English learner student subgroups with the poorest performance (i.e., students in higher grades, students eligible for special education services, students eligible for school lunch programs, and/or and male students). The following are appended: (1) Arizona programs that provide context for the study; (2) Data and methodology; and (3) Additional findings.
