Investigating the Context of State-Level Policy Formation: A Case Study of Arizona’s Bilingual Education Legislation

Abstract

This study presents the application of a set of concepts devised by Mitchell, Marshall, and Wirt (1985) for investigating the distinctive cultures of state educational policy-making. In this study, an interpretation of the events leading to the passage in 1984 of Arizona’s new bilingual education legislation is developed, primarily from interviews with key actors. The central question addressed is whether a more comprehensive or mandatory law could have been achieved in Arizona.

The Semantics of State Policy Making: The Case of “At Risk”

“…In contrast, Arizona ranked lowest on both equity and quality, and close to the mean on choice. Sacken and Medina (1990) found the Marshall et al studies useful for understanding passage of bilingual education legislation in Arizona in 1984. Many aspects of this policy culture remained entrenched in 1988-1989, when Arizona's first at-risk policies were adopted, and they clearly influenced construction of those policies.…”

“…District statistics provided an objective basis for distributing limited funds; a certain level on some measure could be set as a qualification (Bishop, speech, 11/88; interview, Training Unit director, 3/89; interview, Senate education analyst, 4/89). In addition, Bishop's promotion of research linked up neatly with the trend in Arizona education legislation to delegate monitoring of implementation to the department (Sacken & Medina, 1990). To perform this function, the department would gather still more data from districts on outcomes of state-funded programs, to feed back to the Legislature.…”