What are the effects of the implementation of Proposition 227 on the Education of English Learners in K-12

Proposition 227 was a voter initiative passed in California in 1998, by a vote of 61% of those who voted. Of the Hispanic voting population, 63% voted against this initiative. Statewide, only the Bay Area's Alameda County (55%) opposed this measure. The proposition, billed as the “English for the Children” initiative, was the first of several attempts—and the first one to succeed—by Ron Unz (its sponsor and chief architect) to alter education policy at the polls using political campaign strategies designed for elections (Broder, 10). California is one of only five states where such voter initiatives are permitted by law. This entry summarizes the requirements and intent of that law, viewed by some of its critics as an unorthodox way of determining a curriculum matter normally left to local boards of education (McField, 24).

Instructional Program Prescribed by the Proposition

Proposition 227 required that English language learners (ELLs) be placed in English language classrooms that use sheltered English immersion or structured English immersion for 1 year. The two terms are used interchangeably in the proposition and are not uniformly distinguished one from another in the professional literature (Parrish, 7). According to the proposition, the same English language classroom could have ELLs of different ages and language backgrounds. Further, ELLs could be placed in mainstream classrooms upon acquiring a good working knowledge of the language (Oceanside Unified School District, 41). Concerning some of the critical components of effective programs for English learners, the proposition made the following points:

Teachers' knowledge and use of the English and primary language: The teacher or other instructional staff is to be proficient in English and use English overwhelmingly. There is no mention of the teaching staff's requisite knowledge of the students' learning intelligence.

Students' knowledge and use of the strategies in learning contexts:

Instructional time in English: Nearly all daily instruction is to be done in English.

Level of teaching in English: This is to be done in a way that is understandable to English learners. There is no specific reference to the different levels of English learners.

Duration: Under normal circumstances, children are to be taught using sheltered English immersion or structured English immersion for 1 year. Students are considered to be ELLs so long as they cannot perform regular mainstream work in English (Parrish, 8).

Parental Exceptions

According to the proposition, parents can apply for a waiver to the required English programs under three different circumstances: (1) if a child at or below the fifth grade demonstrates grade-level knowledge of English; (2) if the child is at least 10 years old and site personnel (principal and instructional staff) believe the child would benefit from a program other than structured or sheltered English immersion to foster quick development of English language skills (Note: The proposition makes no distinction between English language skills and subject matter knowledge and skills in English, although this distinction is a critical one in practice (Title VI of the Civil Rights ...