Secretary of Education Richard W. Riley's
Statement on California Proposition 227
Questions and Answers
1. How will the administration support districts to achieve the three
The President's budget for fiscal year 1999 includes a 17% increase
for bilingual education. This funding would provide grants to schools and
universities to train teachers, ensure that the curriculum is tied to high
standards, and develop high quality assessment.
To address the 73% of limited English proficient students who are Hispanic,
in February the President announced a Hispanic Education Action Plan which
Major initiatives that will strengthen programs for limited English proficient
children, as well as other children, include the Administration's effort
to raise standards under Title I of the Elementary and Secondary Education
Act and our legislative proposal to enact a new Title V of the Higher Education
Act that will greatly strengthen programs to recruit and prepare teachers
to serve in urban and rural school districts.
strengthen basic reading and math skills
help adults learn English
help transform schools with high dropout rates prepare disadvantaged youth
improve education programs for migrant youth adults
2. What should districts be doing to help limited English proficient
students learn English?
First, districts should ensure that limited English proficient children
have access to high standards through all local, state, and federal programs.
Districts should also ensure that teachers of limited English proficient
students are appropriately trained to meet the students' linguistic needs.
Teachers must provide specially adapted English instruction and instruction
in the content areas tied to high standards. Children should be assessed
to determine their progress, and instruction should be modified as necessary.
The program should be evaluated on an ongoing basis to determine its effectiveness.
3. Is California Proposition 227 a violation
of federal civil rights requirements?
School districts are required to take steps to rectify language deficiencies
in order to provide access to nstructional programs for limited English
proficient students. A district must:
Passage of Proposition 227 can be expected to result in violations of federal
civil rights laws if children who are judged by their teachers to need
bilingual education in order to progress are denied it or if children who
are not prepared for regular classes are placed into them after just one
year of special support. The one size fits all approach is inconsistent
with educational practice and research that tells us that children learn
in different ways and at different rates.
choose a program that is educationally sound,
effectively implement the approach it has chosen by allocating adequate
and effective staff and resources, and
evaluate the program and take action if the program does not produce results.
4. Does the three year goal relieve districts from their Civil Rights
No. Districts must comply with applicable civil rights requirements
for all children, including requirements applicable to limited English
proficient students. Districts would continue to be required to serve limited
English proficient students appropriately if they did not transition into
regular all English classes in three years. Appropriate exit criteria should
be used to determine if limited English proficient students are ready to
be mainstreamed. In addition, districts should follow former limited English
proficient students over time to ensure that students continue to achieve
in mainstream classrooms.
5. Is the three year goal supported by the research?
Research indicates that three years is a reasonable goal, recognizing
that additional language instruction may be necessary depending on the
needs of particular students.
6. How long do districts keep limited English proficient students
in bilingual or English as a second language programs?
Districts report that limited English proficient children currently
exit bilingual and English as a second language programs in three to five
years depending on the age and educational background of the student.
7. Does the federal government mandate bilingual education?
No. The federal government does not mandate bilingual education either
through civil rights requirements or through Title VII, the Bilingual Education
Act. While districts are required to provide language support so that limited
English proficient children have access to the same curriculum as all children,
the choice of approaches used is left to the school district.
8. Has English as a second language instruction been more effective
than bilingual education?
We are not prescribing one approach over another. Both approaches work
better than one year of instruction or nothing at all. Both programs can
be effective when implemented well.
9. How many children are in bilingual classes?
Of the 3.1 million limited English proficient children in the United
States, 1.2 million are in bilingual classes. However, in California, only
30% of the 1.3 million limited English proficient students receive bilingual
10. Are you satisfied with bilingual programs in California?
There are many excellent programs in California. Some programs need
to improve and are working on it. Some programs are not working for children
and need to be fixed. Training more teachers and focusing on teaching children
English and academic content linked to high standards will enhance all
11. Your statement seems to support the recent action of the California
State Board of Education in terms of "local decision making." Is this an
accurate reflection of your statement?
The decision of the California board is still in process. I would support
any district's decision if that decision is based on sound educational
theory, as vouched for by experts, and for which there is a commitment
to effective implementation, and ultimately an evaluation that indicates
the program is working.
12. Do you support testing every year to determine the kind of progress
limited English proficient students are making? If so what kind of test?
Educators across the country use a variety of testing and assessment
tools to make decisions regarding the English and academic proficiency
of their students. I support the use of educationally sound and appropriate
measures to help make determinations regarding progress in this area.
13. Are you opposed to Proposition 227 because of the time frame
or because of its commitment to English only classes?
Among other previously stated concerns, I am against Proposition 227
because of the short time frame in which it would provide support for limited
English proficient children. Children learn English at different rates
and in different ways. That is why more than 25% of all current federal
grants for bilingual education support all English programs implemented
in an educationally sound manner. But we know that one year is not sufficient
for the vast majority of children.
14. Does bilingual education work?
There is consensus in the research community both about the soundness
of the theory and effectiveness of bilingual education. With respect to
academic achievement, the best and most careful comparisons of program
types show modest-sized benefit in favor of bilingual education programs.
Two separate committees of the National Research Council have supported
these findings. With regard to learning English, when strict comparisons
are made that control for background factors, children learn English at
the same rate regardless of the kinds of programs they are in.
15. Don't most bilingual programs use the student's native language
almost exclusively in the first few years.
This often-heard claim is wholly refuted by the studies validated by
the NAS. The studies found that English was used the majority of time in
bilingual education programs and by the fourth grade only 3 percent of
instruction was in the student's native language. Specifically, the studies
found that in transitional bilingual education classrooms, English was
used 65.8% of the time in Kindergarten, 69.1% in Grade 1, 74.5% in Grade
2, 80.3% in Grade 3, and 97.3% in Grade 4. Even in developmental bilingual
programs, where the goal is fluency in both languages, English was used
a majority of the time in Grades 3-6. Every bilingual education program
includes significant course work in English language skills through an
English as a second language (ESL) component.
16. Doesn't common sense tell you that the less time you spend speaking
a new language, the more slowly you' ll learn it?
Studies validated by the NAS directly addressed and refuted this claim.
The study concluded that providing limited English proficient students
with substantial instruction in their primary language does not interfere
with or delay their acquisition of English language skills, but helps them
to catch up to their English-speaking peers in English language arts, English
reading, and math. In contrast, providing limited English proficient students
with almost exclusive instruction in English does not accelerate their
acquisition of English language arts, reading or math.
17. Do language-minority parents and communities oppose bilingual
Polls indicate that language-minority communities support bilingual
education. For example, more than 80% of the Latinos interviewed supported
bilingual education, according to a poll conducted by the Los Angeles
Times. In another more recent bipartisan poll of registered Hispanic
voters in major markets nationwide, Penn, Schoen & Berland Associates
found that 83 percent of Hispanics support bilingual education programs,
97 percent of Hispanics place high importance on education, and 92 percent
consider sending their children to college to be highly important.
18. Are students being placed in bilingual education who can already
speak English fluently just because they have a Hispanic or ethnic minority
Placing a student in a bilingual education program based solely on national
origin would be educationally unsound and illegal. Much more information
about each individual student and his or her language proficiency and needs
would have to be assessed. Anecdotes about inappropriate misplacement of
non-limited English proficient students in bilingual education are tragic.
They reflect terrible education policy that no bilingual educator would
condone and are against federal law.
What has been well documented is that there are millions of limited
English proficient students who are not provided at all with services that
enable them to understand instruction. More than a quarter (26.6 percent)
of limited English proficient students nationwide currently receive no
tailored educational services to allow them to understand instruction,
in violation of federal law.
19. Why have Hispanic dropout rates remained so high despite bilingual
The Hispanic drop-out rate remains unacceptably high, but it is important
to note that, according to the Census Bureau, the drop-out rate for Hispanic
students has improved since 1972, the year such data were first disaggregated
for Hispanic students and around the time bilingual programs were first
introduced on a widespread basis. In addition, current figures are deceptively
large when compared with black and white-non-Hispanic students because
over half of all foreign-born Hispanic persons counted as drop-outs never
attended U.S. schools.
As the need for bilingual and ESL programs has been recognized by school
districts, we know from the Office of Civil Right's investigative experience
that many of these programs whether they include native-language instruction
or not are not meeting the needs of Hispanic limited English proficient
students because of how they are implemented, despite the best intentions
of administrators and staff. Some schools rely on unqualified staff, including
teachers who have no training in bilingual education techniques or ESL
techniques. Some schools lack appropriate textbooks and other instructional
materials. Some schools overlook limited English proficient students' need
to keep up or catch up academically with their English-speaking schoolmates.
Some schools allow limited English proficient students too little time
and opportunity to become proficient in English before cutting off all
English language development services.
It is clear that there is no single cause for high dropout rates among
Hispanic students. Limited proficiency in English is only one factor contributing
to the high drop-out rate among Hispanic youth. Other factors which have
been shown to correlate with high drop-out rates among Hispanics, include
but are not limited to economic disadvantage, lower participation rates
in preschool programs, unavailability of qualified teachers, and barriers
to effective communication with parents.
20. How can we expect schools to support tens of languages at once
through bilingual education?
The large number of language groups can be a problem for schools if
they instruct students from many different language groups. While it is
true that most major school districts have many language groups, most schools
are linguistically homogeneous. For example, there are over 75 languages
represented in the Tucson public schools. However, no single school has
more than four languages represented. Because a shortage of teachers and
variety of languages can be a barrier to implementing a bilingual program,
some school districts choose to implement a specially designed program
of English instruction to support limited English proficient students as
they learn English and acquire academic content.
21. What about those who say, "My grandparents were immigrants and
made it without bilingual education or any other special help?"
Educational goals and expectations are very different than they were
ninety years ago or even 50 years ago when there were influxes of students
into the education system who did not speak English fluently. For example,
in 1908 in New York City, just 13% of children whose parents were foreign-born
went on to high school, compared with 32% of white children whose parents
were native born. Of these students who started high school in New York
City, 0% of Italian-Americans and 0.1% of Irish Americans received a diploma
in 1911. In 1940 only 20% of the adult population had completed high school.
In 1993, 87% of adults have completed high school and 20% have completed
at least four years of college. In 1998, we expect all students to achieve
to high standards. This is becoming a particularly important challenge
for those students with special needs such as limited English proficiency.
This is not a time when we should be looking to limit resources to limited
English proficient students, but rather to provide resources which meet
the unique needs which might impede academic success.