Abstract
Problem. Following the 1977 passage of California's proficiency legislation, little data was gathered on its curricular impact. This study focused on assessing seven areas--graduation credit requirements, English credit requirements, course sequence, writing courses, writing sections, course of study, and staff development activities within medium-sized unified and high school districts of 10,000-12,000 student enrollment. Methodology. A two-part data collection approach was utilized involving a survey questionnaire mailed to the fifty high schools within the identified population. Seventeen follow-up indepth interviews were conducted. Descriptive statistics were applied to collected data for the 1976-77 and 1981-82 school years to determine pre-post legislative impact. Findings. (1) An increase occurred in graduation credits required with a 1976-77 mean of 210 to 215 for 1981-82. (2) An increase in the English credit requirement showed a mean change from 24 to 35 credits. (3) Forty-one percent of the schools required a structured two year sequence with a move from elective semester offerings to a more traditional program. (4) More writing was emphasized in existing English courses with approximately fifty percent of interviewed schools changing the number of courses offered. (5) Although thirty or more course sections was the mode for both school years, almost one fourth of the interviewed schools changed the number of sections offered during this time. (6) Seventy-one percent of the schools reported changes in course of study descriptions, the top area of impact. (7) Ninety-five percent reported involvement in staff development activities, the second highest area of impact, with forty-seven percent of interviewed schools noting California Writing Project participation. Conclusions/Recommendations. Though varied in degree, and not the exclusive cause of change, California's proficiency legislation did have an impact upon the assessed areas. This legislation evolved as a result of the back to basics movement which influenced at least another factor existing during this study--the increase in University of California entrance requirements. The increases found within the seven areas encourage further investigation into the qualitative difference of higher requirements now that a quantitative difference has been established.