I didn't get that memo: Implementing Proposition 203 in a loosely coupled system.

摘要

This study examined how governing boards interpret and subsequently direct district personnel to implement Proposition 203. The research questions addressed how Proposition 203 is being implemented in a loosely coupled education system where policy implementers have received mixed messages from the ambiguous language of the mandate, itself, and from the past three superintendents of public instruction as to how they should implement the law, and they examined the implications of implementation practices for English Learners (ELs). Particular attention was paid to (a) determining what information governing boards receive; (b) from whom or what source(s) they receive guidance in implementing the mandate; and (c) what directives and assistance they provide to their school districts.; Five themes were used to guide the data collection phase of the study: (a) attitudes about language acquisition, (b) directives and communication, (c) influential sources, (d) oversight, and (e) stringency. Governing board members were asked 16 open-ended questions and superintendents were 18 open-ended questions. Additionally, teachers and principals responded to a survey also based on the five pre-determined categories. Interview and survey data were analyzed and results were compared with Proposition 203 and policy related. During the coding phase of data analysis, several additional themes emerged within the five core categories.; Overall, participants seemed to hold similar attitudes about language acquisition, but response variation occurred for the remaining core categories. Though teachers and principals reported they received adequate guidance from their districts, governing boards and superintendents reported guidance and directives from the Arizona Department of Education (ADE) were insufficient, inconsistent, or entirely lacking. Moreover, governing board members reported they do not create policy and that they have relegated the duty to the Arizona School Boards Association (ASBA) or the district superintendent. Though none of the participants knew how they were personally held accountable for compliance, survey respondents felt their districts' implementation of Proposition 203 to be somewhat stringent. Finally, governing board members and superintendents said their directives have remained consistent and are in conjunction with the law as written; however, none of the participants were clear as to what the law actually says.