Policy Brief

The Impact of Proposition 58: Language Education, Acquisition and Readiness Now (LEARN) Initiative on Los Angeles Unified School District (LAUSD)

From: Catt Phan, Legislative Aide To: Vivian Ekchian, Interim Superintendent of LAUSD

Executive Summary

In 2016, 73.5% of California voters passed Proposition 58, recognizing the value and importance of students graduating with proficiency in English and one or more other languages. Proposition 58 removed the 18-year mandate for a “one size fits all” approach to educating 1.4 million students learning English in California and created opportunities for all students to learn another language. Starting July, 2017, any 20 parents at a grade level or 30 parents at a school site can initiate the conversation and planning process for determining with educators the best language education approach to prepare all students for the 21st century.

Proposition 58: Language Education, Acquisition and Readiness Now (LEARN) Initiative, has lifted restrictive policies on bilingual education allowing for more choice and flexibility by parents and school districts. With the passage of Proposition 58, LAUSD can build on the success of existing language programs and expand opportunities for all students, and particularly for English Learners (ELs) to build proficiency in their home language and English. School-communities should work together to commence planning that lays a strong foundation for successful program implementation that includes determining the planned language approach that best meets students’ needs, and builds awareness of assets of the home language and the importance of bilingualism and biliteracy.

Key Policies

California is home to the largest population of English Learners in the United States, with more than 1.4 million ELs enrolled in public schools (or 22.1% of the total state public school population). Further, 42.8% of the state’s public school students live in homes where a language other than English is spoken. Seventy percent of California’s ELs are in elementary schools andi among our youngest learners in California, 57% of children birth through age five live in a household where English is not the primary language.ii Per the US census, the Dual Language Learner (DLL) population has been the fastest growing child population for more than two decades and this growth is expected to continue.

The impact of Proposition 58 Proposition 58 expands learning options for the state’s English learners by removing current barriers to dual language programs. This change brings California law into greater alignment with a strong research base on the benefits of dual language programs for English learners and non-English learners alike. Moreover, in a globally connected world, the expansion of programs that allow all students to graduate from high school fluent in two or more languages is integral to the goal of preparing them for college, career, and civic life in the 21st century. Effective starting on July 1, 2017 it includes important provisions such as:

1. Defining Dual Language Programs as “Language Acquisition Programs.” These programs give instruction on the California content and English Language Development (ELD) standards, be informed by research, and “lead to grade level proficiency and academic achievement in both English and another language.” In addition, the new law defines the following three types of language acquisition programs:

2. Dual language immersion programs, also known as two-way immersion programs, which provide integrated language learning and academic instruction for native speakers of English and native speakers of another language.

3. Transitional or developmental programs which are also known as transitional bilingual programs and can include developmental bilingual programs. This is an added goal of bilingualism and biliteracy.

4. Structured English immersion programs that have “nearly all instruction…in English, but with the curriculum and a presentation designed for pupils who are learning English.” While these programs will remain similar to those in place before Proposition 58, the use of the English learners’ home language to check for understanding and provide clarification will now be allowed.

5. Empowers Parents or Guardians to Request Specific Language Acquisition Programs. When the parents or guardians of 30 or more students within a school or of 20 or more students within a grade request a specific language acquisition program, the school “shall be required to offer such a program to the extent possible.” Additionally, the law mentions “all” parents or guardians, that is, the parents or guardians of English learners and non-English learners.

6. What is important to note is that the law also removes the requirement that all parents or guardians sign an annual waiver for their children to participate in dual language programs.

Policy Recommendations

California’s overwhelming support for Proposition 58 speaks clearly to the value that all students should have the opportunity to become bilingual and biliterate, and leverage their bilingual advantage in a multilingual workforce. With the vast size of the DLLs/ELs population in California, and particularly within LAUSD, the time is ripe for leadership and innovation that not only addresses the unique needs of our DLL/EL students, but maximizes the assets and innate abilities of all our students to learn multiple languages. This innovation must begin with our early care and education programs, such as preschool, Expanded TK and TK where the foundation of language develop begins, and continue across elementary and secondary education to support students to continue their multilingual education at each stage of their education.

Conclusion

The freedom to expand existing or implement new dual language programs provides an opportunity that can benefit all public school students in California. The benefits of dual language programs to both English learners and non-English learners are well-supported by the research and extend beyond academic achievement: being bilingual and biliterate is a significant advantage in the 21st century workplace and life. As leaders in their communities, board members play an important role in determining the vision and effectiveness of instructional programs that can help ensure that these potential benefits are realized.