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Little research currently examines language instruction educational programs (LIEPs) in states with a more recent growth of the Latino English learner population. To meet this need, the authors examined the content each of the state LIEPs, focusing chiefly on the extent to which the types of language support, as well as the stipulations associated with them, are made explicit. Using US Census data from 1970 and 2009, the authors assessed LIEPs in the context of Latino population patterns and examined the relationship between the degree to which state LIEPs emphasize bilingual education and fourth-grade Latino English learners' achievement patterns in reading, mathematics, and science achievement on the 2009 National Assessment of Educational Progress (NAEP) for all 50 US states and the District of Columbia. Latino English learners in states with a higher proportion of Latinos tend to have higher achievement outcomes when policies emphasize bilingual education, but these states also have a longer history of Latino presence. Implications for high-growth states are discussed.Although the United States has a long history of immigration from countries spanning the globe, the dramatic growth of Latino English learners (ELs) over the past 4 decades is well documented ( MAY 2015 417This content downloaded from 128. In consideration of the evidence that state policies have more influence on ELs' achievement than schools (Rumberger and Tran 2010) and the rising number of states that must consider how to meet the needs of ELs, we first inspected the content of each state LIEP, examining the extent to which the types of language support, as well as any stipulations associated with them, are made explicit. Using US Census data from 1970 and 2009, we also examined the mandates in the context of Latino population patterns. 2 Then, using both state LIEPs and census data, we examined whether state LIEPs are related to Latino ELs' achievement patterns in reading, mathematics, and science achievement on the 2009 National Assessment of Educational Progress (NAEP) for Latino ELs across all 50 US states and the District of Columbia. 3 By understanding the achievement patterns in states with a longer history of Latino EL presence, states with recent growth can prepare accordingly.FRANCESCA LÓPEZ, PhD, is associate professor in the educational psychology department in the College of Education at the University of Arizona. Her research examines how educational settings can promote achievement for Latino youth. ELIZABETH MCENEANEY is associate professor of teacher education and curriculum studies at the University of Massachusetts Amherst. Her current research interests include inequality of access and outcomes in STEM education and understanding how educators use data to shape instructional practice. MARTINA NIESWANDT is associate professor of science education in the Department of Teacher Education and Curriculum Studies at the University of Massachusetts Amherst. Her research utilizes mixed-methods approaches to understand the relati...

National Assessment of Educational Progress data were analyzed to assess differences in reading achievement for Hispanic fourth graders across states with varying policies on language acquisition, controlling for student and school characteristics. Results indicated that (a) both Hispanic English language learner (ELL) and non-ELL students in states with stronger bilingual emphasis and more Title III funding have significantly higher reading achievement, (b) more preservice training on ELL issues and more professional development for working with diverse students had a significant effect on reading achievement among non-ELL Hispanics only, and (c) additional time to institutionalize immersion approaches did not narrow the reading achievement gap.

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Her research focuses on the relationship between motivation, affects and learning associated with K-16 science concepts and various instructional contexts (e.g., small groups, project-based learning) utilizing mixed-methods approaches.