Years after most school districts in the United States initiated some type of “strategy” for educating Americans by increasing the ELL population; Questions have arisen about the quality of teacher training of English Language Learners (ELLs) and the effectiveness of ELL programs. For many, that topic may not be as important to some as it is to others. In retrospect, the number of ELL students grows each school year as school districts absorb increased enrollment. Based on state-reported data, an estimated 4,999,481 ELL students were enrolled in public school (kindergarten through grade 12) during the 2003-2004 school year (Mckeon, 1). With that in mind, school districts are still seeing tremendous growth in their ELL populations as teachers prepare for the surge of non-English speakers. Unfortunately, instead of data, school districts are not yet ready for the influx of students arriving every day, and teachers are not fully prepared. Additionally, many school districts fail to support their teachers and evaluate the effectiveness of ELL programs. In fact, the failure of many ELL programs is due to the realization that many states are implementing programs without any evidence that those programs are effective or working. Simply put, many school districts are not evaluating the effectiveness of their program, providing teacher support, and initiating diversity training and skill development. Everywhere in the United States, ELL students continue to arrive as states try to figure out what to do with them. With this in mind, Arizona appears to have provided an example of such problems. In September 2007, the Arizona State Board of Education adopted the Structured English Immersion (SEI) model. The SEI program...... middle of paper...... to do it. Many want to know why many states' ELL programs are not successful. The answer to most of these questions seems to be that no one can keep up with the needs of an ELL population that is the fastest growing trend. Schools must monitor their teachers and guide them until teachers have developed sufficient skills to teach in a multicultural community. Additionally, school districts need to improve their educational approaches; using one strategy won't help everyone. Many believe that using different tools and techniques will have a huge impact on state ELL programs. Furthermore, there is already enough blame going around when it comes to ELL programs, but many believe that when states evaluate their school districts and school districts train their teachers with adequate materials and resources, most assume the benefits will be realized in class..