Effects of the Implementation of Proposition 227 on the Education of English Learners, K-12 (Year 1 Report)
In June of 1998, Proposition 227 was passed by 61 percent of the California electorate. The initiative was intended to significantly alter the ways in which the state’s English learners (ELs) are taught. Proposition 227 required that ELs be taught “overwhelmingly in English” through sheltered/structured English immersion (SEI) programs during a transition period and then transferred to English-language mainstream classrooms. This is the first annual report from a five-year evaluation of the “Effects of the Implementation of Proposition 227 on the Education of English Learners.” This study also includes an evaluation of the Community-Based English Tutoring (CBET) program established by Proposition 227 and an evaluation of the English Language Acquisition Program (ELAP).
This project is being conducted under contract to the California Department of Education by the American Institutes for Research, of Palo Alto, with support from WestEd, of San Francisco.
As described in the Request for Proposals for this study, this report is to be a “Written end-of-year report summarizing findings to date and describing school and district implementation of Proposition 227 and AB 1116 (ELAP).” It also specifies that this report include: data collection instruments used in Year 1 of the study, materials used by schools and school districts participating in the evaluation data and reports from the participating field sites, and a detailed design for the second year of the study.
This introductory chapter provides background information for the study, briefly describes other research germane to this effort, and presents an overview of the five-year evaluation plan. A more detailed presentation of the methodological design for this project can be found in the Evaluation Methodology Report, which was submitted to the California Department of Education on October 13, 2000.