The Redesignation Process for English Learners Analytical Essay by Nicky

Looks at the redesignation process for English Learners (ELs) as a result of California's proposition 227 versus the standard bilingual classroom approach.
# 150264 | 3,060 words | 10 sources | APA | 2012 | US
Published on Jan 30, 2012 in Education (Administration) , Education (ESL)

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This paper analyzes the results of Proposition 227 for English Learners (ELs), after several years of being in effect, to determine by reviewing the California Department of Education with American Institutes for Research (AIR) report and a study based on individuals from a foreign country who in the 1980s were taught English through a more standard bi-lingual classroom process. Next, the author reviews positively the ELs program of San Joaquin Valley's school districts, which recognizing the failure of Proposition 227, established the English Learner's Academy to ensure that ELs obtain "native-like" English skills while developing academic language necessary to access completely core content. The paper concludes that the goal of all school districts must not be measured in redesignation rates but rather by academic success. A figure is included in the paper.

Table of Contents:
Background and Definition
Evaluating Proposition 227
Meeting the Needs of California ELs.
The Bottom Line.
Evaluating Bi-Lingual Methods
The Bottom Line
Now What?
San Joaquin Valley Learner's Academy

From the Paper:

"The originator of the Proposition 227 was Ron Unz. He claimed, prior to passage, that a five per cent reclassification/redesignation rate of ELs to fluent proficient English indicated that the current bilingual education was a failure. Critics, after the passage of 227, said that redesignation rates had not improved. They also claimed that the rates, prior to 227, were around seven per cent, not five per cent, and that they were increasing before 227. Secondly, they said that that rates after 227 passed were about eight per cent, further establishing the fact that there was no improvement in redesignation rates.
"It is a debate between English bi-lingual education and English immersion and which works best. Prop. 227 supports immersion; many educators, test results, and conclusions about the effectiveness of 227, support either bi-lingual or immersion--but neither one by any significant margin over the other.
"Unfortunately, this debate, like many others, has been dragged across emotional, political, and interest group borders to the point that the facts are difficult to discern. So, we will first analyze the results of Proposition 227 after it had been in effect for several years to attempt to determine accurate data as to its success or failure."

Sample of Sources Used:

  • ACSA. (2008). ACSA decries proposed el nclb changes. Retrieved September 12, 2009, from Association of California school administrators (acsa):
  • American Institutes for Research. (2006, January 24). Effects of the implementation of proposition 227 on the education of English learners, K-12. Retrieved September 13, 2009, from
  • Central Valley Educational Leadership Institute. (2009, April 27). Pre K-12 scope of work. Retrieved September 14, 2009, from San Jaoquin Valley partnership:
  • Edsource. (2008, March). English learner designation/redesignation process. Retrieved September 12, 2009, from
  • EdSource, Inc. (2008, March). Ed source report: English learners in California: What the numbers say. Retrieved September 13, 2009, from Ed Source: (click link at bottom of page)

Cite this Analytical Essay:

APA Format

The Redesignation Process for English Learners (2012, January 30) Retrieved April 21, 2021, from

MLA Format

"The Redesignation Process for English Learners" 30 January 2012. Web. 21 April. 2021. <>