Abstract
Purpose. The purpose of this study was to examine whether Proposition 227's claim that students can develop full fluency in English after a year of English instruction is reflected in the actual English language growth of the students. In addition, this study examined the perceptions of parents of English learners' regarding their familiarity with Proposition 227's program options and their beliefs about the one-year timeline for learning English. Methodology. This study used descriptive exploratory, ex post facto, and case study research designs. Archival data on 725 students' CELDT scores were collected from five school districts in Southern California's San Gabriel Valley. A total of thirty parents of English learners (six from each district) were interviewed by phone regarding their knowledge and opinions of Proposition 227's requirements. The interviews consisted of five Likert scale questions and one open-ended question, and were conducted in either English or Spanish. Findings. There were four significant findings in the study: (1) beginning English learners are not developing English fluency in one year of instruction, (2) oral language development occurs at a quicker rate than academic language development, (3) parents of English learners are diverse in their familiarity with Proposition 227 and their beliefs regarding language development, and (4) parents of English learners have unrealistic goals for their children's English language development. Conclusions. Proposition 227's one-year timeline for English learners to develop English is unrealistic, the CELDT examination is a high-stakes test and impacts the type of educational program students receive, yet it has not been subject to a well-developed validity study to insure accurate measurement of English proficiency. Finally, there is a wide range of parent understanding regarding Proposition 227's options regarding bilingual education. Implications for action. Recommendations were made in five areas. A comprehensive validity study needs to be completed on the CELDT, the state department of education needs to set appropriate goals for students acquiring English, school districts personnel need to be trained that language development is a multiyear process, and districts also need to communicate Proposition 227's program options and research findings regarding language development in a comprehensible way to parents.