Arizona’s English-Only Laws: A Systemic Tool of Racism Against Latino Students

Arizona’s English language learner (ELL) laws have long been a tool of systemic racism, disproportionately harming Latino students while perpetuating educational inequity. Despite the state’s large Latino population, nearly 25 years of English-only policies have created a toxic environment that not only impedes academic growth but also exacerbates mental health crises among Latino youth. The combination of xenophobic laws and underfunded school resources is pushing Arizona’s Latino students into a cycle of educational neglect, discrimination, and systemic failure.

The state’s legacy of English-only education began in 2000 when voters passed Proposition 203, a law that essentially banned bilingual education. This law required non-English-speaking students to spend four hours a day in English immersion classes, segregating them from their English-speaking peers and restricting access to other academic subjects like math and science. The impact on students like Zabdi Hernández, who migrated from Mexico at age six, has been profound. Hernández recalls being placed in English-only classes where she was denied the opportunity to learn her favorite subjects because of her language background. “I always liked numbers and science,” she explains, “but because of the language I spoke, they thought I would not advance”.

Arizona has eased its strict English-only mandates in recent years, allowing schools to reduce immersion time to two hours per day. However, this minimal change fails to address the deeply ingrained inequities created by years of segregated education. Latino students, who make up nearly half of the state’s K-12 population, are left to bear the brunt of these policies, which hinder both their academic progress and mental health . 

Data from a 2020 UnidosUS report reveals that more than 75,000 students in Arizona schools are English learners, with the vast majority being Latino and Spanish-speaking. These students face significantly lower graduation rates compared to their peers. Among the 2019 cohort, only 57% of English learners graduated in four years, compared to 76% of Latino students who are not English learners and 84% of White students . These disparities are a direct result of systemic barriers like English-only instruction that segregates students and limits their access to comprehensive education.

The issue goes beyond academic performance; the psychological toll on these students is immense. Arizona ranks worst in the nation in terms of providing adequate school counseling, falling nearly three times below national standards for student-to-counselor ratios . Latino students, many of whom live in mixed-status families or fear deportation of loved ones, are particularly vulnerable. The Migration Policy Institute highlights that such fears can lead to heightened anxiety, depression, and disengagement from school, all of which are compounded by discriminatory education policies . 

Arizona’s ELL laws represent more than just poor educational policy—they are a manifestation of systemic racism and xenophobia. By segregating primarily Latino students and denying them the same educational opportunities as their peers, the state perpetuates cycles of discrimination. The lack of culturally responsive mental health support further alienates these students, leaving them to navigate both academic and emotional challenges without the necessary resources. 

Experts agree that these issues require more than minor policy adjustments. Dr. Armando Piña, a professor of psychology at Arizona State University, argues that the state needs to make significant investments in mental health and bilingual education. “The education system must support Latino students by incorporating responsible standards and curricula, providing access to bilingual and bicultural academic, health, and interpersonal services in a supportive school climate that values diversity and belongingness,” says Piña .

Until Arizona’s leaders confront the systemic racism embedded in its education laws and fully fund resources for its Latino students, these disparities will persist. English-only laws are not just ineffective—they are harmful, unjust, and perpetuate the very inequities they claim to address. If the state truly values its diverse student population, it must take bold steps to dismantle these oppressive structures and create a more equitable and inclusive education system.

References:

1. National Center for Education Statistics, English Learner Data Report, 2020.  

2. Arizona Luminaria, “Legacy of English-Only Education: Mental Health Crisis Among Latino Students,” April 2024.  

3. UnidosUS, “Arizona’s Latino Students and English-Only Policies,” 2020.  

4. Arizona Department of Education, Graduation Rates by Student Subgroup, 2019-2020.  

5. American School Counselor Association, “State-by-State Ratios,” 2024.  

6. Migration Policy Institute, “Immigration Enforcement and the Mental Health of Latino High School Students,” 2020.  

7. Arizona State University, Dr. Armando Piña, Interview, April 2024.