This article reviews the current policy context in the state of Arizona for program options for English language learners and produces a meta-analysis of studies on the effectiveness of bilingual education that have been conducted in the state in or after 1985. The study presents an analysis of a sample of evaluation studies (N = 4), which demonstrates a positive effect for bilingual education on all measures, both in English and the native language of English language learners, when compared to English-only instructional alternatives. We conclude that current state policy is at odds with the best synthesis of the empirical evidence, and we recommend that current policy mandating English-only and forbidding bilingual education be abandoned in favor of program choices made at the level of the local community. (Contains 6 tables.)