Abstract
Problem and purpose. In June, 1998, Proposition 227 passed in California. It mandates that all children be taught in English with few exceptions. Placement into "English Only" instructional settings maybe waived under specific conditions. Some school districts, however, were able to continue their bilingual programs. In Riverside County, California, thirty-one elementary schools offered the alternative course of study program in school year 2003-2004. The purpose of this study was to determine which of eleven research-identified variables have the greatest influence on principals' decisions about programs for ELL students since the passage of Proposition 227. Research design. A questionnaire was developed by the researcher to collect the data. A correlational research model was used for the results of the structured questionnaire in order to identify the significance of each of eleven factors. Population and sample. The population for this study consisted of thirty-one elementary school principals in Riverside County, California, who had an alternative course of study. The sample for the study included principals from twenty-eight of the schools. Data analysis. Fisher's Exact Test was applied to determine the relationship between each factor and program development. Qualitative data from the open-ended question were reported by themes. Findings. Having a sufficient number of credentialed bilingual staff, an ELL population over 50 percent, an active parent committee for ELL students, and strong district office support for bilingual education were all significant. Having had a primary language program before 1998 and having positive community support were both significant. In addition, when a school board member or principal had a strongly held belief that primary language instruction is important, or where there was a documented need for primary language instruction to improve conditions in the school, a school was more likely to continue or establish a primary language program. Recommendations. Among other recommendations resulting from this study, further research should be conducted on (1) a broader geographic area, (2) conclusions from the open-ended question, and (3) the establishment of a statewide information sharing system on primary language instructional programs for ELL students.