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 allows 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 at all sites and was most evident in the classroom; and Proposition 227 policy contributed to the existing inconsistency in programs for English learners.