Abstract
Purpose. The purpose of this study was to examine the perceptions of bilingual and/or ELD coordinators regarding the impact of Proposition 227 on elementary and unified school districts in Los Angeles County. The study focused on the impact of Proposition 227 in the areas of board policy, instructional services, teacher credentialing, professional development, and parent involvement. In addition, the study examined the "successes" and "challenges" associated with Proposition 227, as well as the projected long-term effects on English learners. The study also analyzed the impact of Proposition 227 according to the variable of low, medium, and high percentages of English learners. Methodology. Descriptive and ex-post facto designs were used in the study. The purposive sample included all twenty-nine elementary and forty-six unified school district personnel in Los Angeles County assigned to coordinate bilingual and/or English development programs. A survey instrument was used to collect data. There was a 95 percent rate of return. Findings. There were sixteen findings that were statistically significant ranging from <.01 to .04 between districts with low; medium; high percentages of English learners. They were in the areas of: Proposition 227 requirements; parental waivers; notifying parents about educational programs; establishing and offering an alternative course of study; rewriting board policy; need, recruitment and stipends for bilingual and other certified teachers; training for certificated and classified staff; and parents of English learners volunteering in classrooms. Comments from open-ended questions concerning "successes" and "challenges" associated with implementing Proposition 227 as well as projected long term "positive" and "negative" effects of the measure were analyzed. Conclusions. There were significant differences in implementing Proposition 227 among districts with high, medium, and low percentages of English learners. This was due to such factors as size, complexity, political nature, experience, and the desire to retain primary language instruction. Implications for action. Recommendations were made in the areas of providing lead time to districts to implement complex mandates; technical assistance from the state or county; programs, training, active recruitment and stipends for BCLAD and other certificated personnel; paraprofessional training; and parent volunteerism.