Reflections from the Classroom: Teacher Perspectives on the Implementation of Proposition 227

Abstract

Abstract This study provides a cross-sectional analysis of 77 teachers' perspectives on the second-year implementation of Proposition 227. The paper considers three instructional settings: (a) teachers who continued teaching bilingual education, (b) teachers who switched from bilingual education to structured English immersion, and (c) teachers who remained in a structured English immersion or English-only setting. Within these three scenarios, we identify four key areas of concern related to the implementation of Proposition 227. This study reveals that teacher response to and implementation of Proposition 227 was mediated by multiple factors including high stakes testing and increased accountability.