{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/69098"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/69098","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Bilingual Education and Alternative Programs for Limited English Proficient Students: A Policy Analysis Focusing on Four School Districts in Colorado","abstract":"This research project is an exploratory policy analysis which uses Easton's Political Systems Model to examine the effects of a specific state level educational policy change. In 1980, the Colorado legislature repealed the state's Bilingual/Bicultural Education Act which had mandated bilingual instruction in schools having more than 50 students in grades K-3 who were identified as "linguistically different". That statute was replaced with the English Language Proficiency Act (ELPA) which allows districts to serve limited English proficient children in any way they see fit. The author documents how this state-level change paralleled a federal trend in giving more flexibility to state and local authorities by relaxing centralized regulations and standards, especially in regard to equity-oriented issues.","abstract_html":"This research project is an exploratory policy analysis which uses Easton's Political Systems Model to examine the effects of a specific state level educational policy change. In 1980, the Colorado legislature repealed the state's Bilingual/Bicultural Education Act which had mandated bilingual instruction in schools having more than 50 students in grades K-3 who were identified as "linguistically different". That statute was replaced with the English Language Proficiency Act (ELPA) which allows districts to serve limited English proficient children in any way they see fit. 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In 1980, the Colorado legislature repealed the state's Bilingual/Bicultural Education Act which had mandated bilingual instruction in schools having more than 50 students in grades K-3 who were identified as "linguistically different". That statute was replaced with the English Language Proficiency Act (ELPA) which allows districts to serve limited English proficient children in any way they see fit. The author documents how this state-level change paralleled a federal trend in giving more flexibility to state and local authorities by relaxing centralized regulations and standards, especially in regard to equity-oriented issues.","The researcher employed intensive on-site interviews to examine the effects of that statutory change from the perspective of those most directly involved with it and affected by it. School district teachers and administrators were able to provide firsthand observations and insights which they believe are consequences of the state policy change. Four school districts were selected: two which maintained their bilingual/bicultural programs even after they were given the option to change, and two which significantly changed their programs and no longer implement bilingual/bicultural programs. Others interviewed (state department of education officials, parents, legislators, and other agency representatives) were able to support or refute many of these observations as possible statewide effects, as well as suggest ways they feel the legislation might be improved for more effective results.","Made available in DSpace on 2014-12-15T18:51:16Z (GMT). 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In 1980, the Colorado legislature repealed the state's Bilingual/Bicultural Education Act which had mandated bilingual instruction in schools having more than 50 students in grades K-3 who were identified as "linguistically different". That statute was replaced with the English Language Proficiency Act (ELPA) which allows districts to serve limited English proficient children in any way they see fit. The author documents how this state-level change paralleled a federal trend in giving more flexibility to state and local authorities by relaxing centralized regulations and standards, especially in regard to equity-oriented issues.","The researcher employed intensive on-site interviews to examine the effects of that statutory change from the perspective of those most directly involved with it and affected by it. School district teachers and administrators were able to provide firsthand observations and insights which they believe are consequences of the state policy change. Four school districts were selected: two which maintained their bilingual/bicultural programs even after they were given the option to change, and two which significantly changed their programs and no longer implement bilingual/bicultural programs. Others interviewed (state department of education officials, parents, legislators, and other agency representatives) were able to support or refute many of these observations as possible statewide effects, as well as suggest ways they feel the legislation might be improved for more effective results.","Made available in DSpace on 2014-12-15T18:51:16Z (GMT). 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