Factors Influencing Implementation of Mandated Policy Change: Proposition 227 in Seven Northern California School Districts

Abstract

Proposition 227 limits instructional use of students' primary languages but allow s bilingual programs if adequate numbers of parents request an alternative to English-only instruction. Researchers interviewed district and school personnel at seven sites to determine influences on policy responses to Proposition 227 and observed the impact of these policies on classroom practice. The history of support for bilingual programs, disposition of district staff toward primary language instruction, and community attitude and involvement, influenced district policy. Researchers concluded that district decisions largely determined school policy ; policy responses varied to a surprising extent ; change occurred atall sites and was most evident in the clas sroom ; and Proposition 227 policy contributed to the existing incon sistency in programs for English learners.

The Discourse of Transition: Teachers' Language Ideologies Within Transitional Bilingual Education Programs

“…Given the complexity of the teaching task and the tendency Downloaded by [New York University] at 03:23 27 May 2015 PALMER of teachers to draw from personal beliefs as they teach, it is not surprising that more and more research is emerging that underlines the importance of teachers' beliefs and orientations in the implementation of new policy or reform in schools. Although a traditional view of policy implementation places teachers in a passive role as receivers or conduits of policy reform (Fullan, 1991;Stritikus & Garcia, 2000), research continues to emerge, reinforcing the powerful role teachers play in this process (Darling-Hammond, 1990;Maxwell-Jolly, 2000;Olson, 2009;Valdiviezo, 2009;Varghese & Stritikus, 2005).…”

Contextualizing Policy Appropriation: Teachers’ Perspectives, Local Responses, and English-only Ballot Initiatives

“…Besides ideological critiques, studies have mostly noted programmatic changes at the district and/or state level (de Jong et al 2005;Gándara et al 2005;Garcia and Curry-Rodriguez 2000;Maxwell-Jolly 2000) or have analyzed the impact of the laws on student English language development and academic achievement by examining exit rates or standardized achievement test scores (e.g., Clark 1999;Grissom 2004;Hill 2004;Mahoney et al 2005;Pappano 2006;Parrish et al 2006;Sacchetti and Jan 2006;Wright 2005;Wright and Choi 2006). While the focus on these 'outer' policy layers can provide important insights, they leave out the central role that context and the beliefs of individuals within particular contexts play in policy processes (Ricento and Hornberger 1996;Stritikus and Wiese 2006).…”

Effects of the Implementation of Proposition 227 on the Education of English Learners, K-12: Findings from a Five-Year Evaluation: Final Report for AB 56 and AB 1116

“…As notes, parent exception waivers provide a means for the continuation of bilingual education programs. However, significant differences in both the quality and content of the information provided to parents about placement options for their children exist, and may affect the percentage of parents choosing the bilingual education option Gutierrez et al, 2000;Maxwell-Jolly, 2000;Schirling et al, 2000).…”