Years later, most school districts in the United States have launched some sort of "strategy" to educate America's growing ELL population; Questions about the quality of English language learner (ELL) teacher training and the effectiveness of ELL programs have been raised. For many, this topic may not be as important to some as it is to others. In retrospect, the number of ELL students increases 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 (grades K-12) during the 2003-2004 school year (Mckeon, 1). With this in mind, school districts are still witnessing considerable growth in their ELL populations as educators prepare for the tidal wave of non-English speakers. Unfortunately, contrary to available data, school districts are still not prepared to accommodate the influx of students arriving each day, and teachers are not fully prepared. Additionally, many school districts fail to support their teachers and evaluate the effectiveness of their ELL programs. In fact, the lack of success of many ELL programs is because many states implement programs without any evidence that they are effective or work. Simply put, many school districts are not evaluating the effectiveness of their program, failing to provide support to teachers, and failing to initiate diversity training and skills development. Across the United States, ELL students continue to flood in 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 succeeding. The answer to most of these questions seems to be that no one is meeting the needs of an ELL population which is the fastest growing trend. Schools must monitor and mentor their teachers until they have developed sufficient expertise to teach a multicultural community. Additionally, school districts need to improve their educational approaches; using a single strategy will not help everyone. Many believe that the use of different tools and techniques will have a significant impact on states' ELL programs. Additionally, there is enough blame to go around when it comes to ELL programs, but many believe that when states evaluate their school districts and school districts train their teachers with the appropriate materials and resources, most assume that the benefits will be realized in the classroom..