In our second Policy Brief, Supporting English Learners Through Research-Informed Praxis: An Analysis of Arizona School District English Learner Funding, Martínez & Spikes critically examine how barriers in Arizona persist for English learners (ELs) and provide policy recommendations for equitable learning opportunities. They focus on three research questions: 1) What are the policies implemented during the years of the Flores v. Arizona/Horne v.Flores/Flores v. Huppenthal that directly impact EL education across the state?, 2) What is the relationship between targeted EL expenditures and the proportion of ELs across Arizona?, and 3) Did the policy resolutions endorsed by the Arizona courts at the culmination of Flores v. Arizona/Horne v. Flores/Flores v. Huppenthal effectively increase educational opportunity for ELs across the state?
