It was approved. It required California public schools to teach LEP students in special classes that are taught nearly all in English. This provision had the effect of eliminating bilingual classes in most cases.
It also shortened the time most LEP students stay in special classes. The full text of this measure is available here. The California Legislative Analyst's Office provided the following summarized estimate of net state and local government fiscal impact for Proposition [1].
The California Legislative Analyst's Office prepared a detailed statement of the likely fiscal impact of Proposition for the state's Voter Guide.
It said: [1]. The official arguments in support of Proposition can be found here. The official arguments in opposition to Proposition can be found here. What's on my ballot? Elections in How to vote How to run for office Ballot measures. Who represents me? President U. Ballotpedia features , encyclopedic articles written and curated by our professional staff of editors, writers, and researchers.
Click here to contact our editorial staff, and click here to report an error. Click here to contact us for media inquiries, and please donate here to support our continued expansion. Share this page Follow Ballotpedia. What's on your ballot? Jump to: navigation , search. By limiting the time LEP students can be in special classes generally to one year, the initiative would reduce the number of special classes schools would have to offer.
This could result in major savings for schools. The proposition could also result in new costs to schools, for a number of reasons. For instance, the one-year special classes could be more expensive than existing classes if schools provide more intensive services. During this time, the performance gap between English learners and native English speakers has remained virtually constant in most subject areas for most grades.
That these gaps have not widened is noteworthy given the substantial increase in the percentage of English learners participating in statewide tests, as required by federal and state accountability provisions. However, based on the data currently available, there is no evidence to support an argument of the superiority of one English learner instructional approach over another.
The likelihood of an English learner meeting the linguistic and academic criteria needed to reclassify them to fluent English proficient status after 10 years in California schools is less than 40 percent. Interviews with representatives of schools and districts among the highest performers in the state with substantial English learner populations further supported the finding that there is no single path to academic excellence among English learners.
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The initiative states that: 1 LEP students should move from special classes to regular classes when they have acquired a good working knowledge of English and 2 these special classes should not normally last longer than one year. This would eliminate most programs that provide special classes to LEP students over several years. Schools would be permitted to provide classes in a language other than English if the child's parent or guardian asks the school to put him or her in such a class and one of the following happens: The child is at least ten years old and the school principal and teachers agree that learning in another language would be better for the child.
The child has been in a class using English for at least 30 days and the principal, teachers, and head of the school district agree that learning in another language would be better for the student. The child already is fluent in English and the parents want the child to take classes in another language. If a school lets 20 or more LEP students in a grade choose to take their lessons in a language other than English, then the school must give such a class. If there are not 20 students or more, then the school must let the students go to other schools that have classes in those languages.
Funding Provisions. In addition, the measure requires that any special funding currently spent on LEP students be maintained, if possible. Fiscal Impact School Costs and Savings This proposition would result in several fiscal impacts on schools.
By limiting the time LEP students can be in special classes generally to one year, the initiative would reduce the number of special classes schools would have to offer. This could result in major savings for schools. The proposition could also result in new costs to schools, for a number of reasons. For instance, the one-year special classes could be more expensive than existing classes if schools provide more intensive services.
Schools may also need to give LEP students extra help in academic subjects once they are moved to regular classes if they fall behind other students.
Distribution of "Compensatory" Funds. The state provides "compensatory" funds to schools based in part on the number of LEP students. The proposition would likely reduce the number of students who are considered LEP at any given time. As a result, state funds would be allocated differently--some schools would get more compensatory funds and others would get less. Net Impact on Schools.
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