Samantha Ramos teaches students in her English language development class at John B. Wright Elementary School in Tucson, Arizona.

Samantha Ramos stood at the front of her second grade classroom, a small mic clipped to her lanyard amplifying her instructions as she began a phonics lesson.

“Can we get our arms ready?” asked Ramos, who’s taught at the John B. Wright Elementary School in Tucson, Arizona, for 15 years. She brought her right palm to her left shoulder as the students imitated her movements.

Ramos, who specializes in teaching English as a second language, was leading a lesson that day on the short “i” sound. She told the students to pronounce each letter with a different gesture — touching the shoulder for the “w,” the elbow for the “i” and the hand for the double “l” — before sounding out the word “will.” They repeated the process for other short “i” words — “dig,” “wig” and “fit.”

The lesson is part of a daily block of language instruction, ranging from two to four hours long, that Arizona students learning English as a second language are required to take. The students, most of them Spanish-speaking Latino children, remain in the program, separated for part of that time from their peers whose primary language is English, until they pass a test showing they’re fluent enough to learn in a mainstream classroom.

The program is known as “structured English immersion,” or colloquially as “English-only” because all instruction is required to be in English. This limits their time for core subjects, like math and science, that are critical to academic success and college readiness. Arizona is the only state with English-only laws still in effect for its public schools.

But the number of students enrolled in the curriculum has tumbled dramatically this year. At the Tucson Unified School District, where Ramos teaches, the percentage of test-taking students who scored high enough to be classified as proficient in English more than doubled — from 10% in 2025 to 24% in 2026.

Rather than a big leap in fluency, however, the test results reflect the Arizona Department of Education lowering the grade needed to pass. The changes were approved by outgoing Superintendent of Public Instruction Tom Horne, a longtime Republican defender of Arizona’s English-only policies.

Experts warn this change will do lasting harm to tens of thousands of Arizona students who will exit the structured English immersion program before they know the language well enough to succeed. Such students are already part of the lowest-performing group on standardized tests, and the loss of specialized instruction could further harm their long-term academic success, according to education researchers.

Past attempts by the Arizona Department of Education to reclassify large numbers of children learning English as fluent prompted federal investigations by the departments of Justice and Education. Federal officials contended placing such students in classrooms where they struggled because they lacked knowledge of English violated their civil and educational rights, and Arizona agreed to a settlement more than a decade ago.

What’s happening now could be a repeat of that, said Katie Bernstein, an applied linguist and professor of early childhood education at Arizona State University.

“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. “And so those are the worst outcomes of all, are students who are not given any language services.”

Nearly 1 in 10 students enrolled in Arizona public and charter schools marked in their school registration forms they speak a language other than English at home. State law mandates........

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