ESL pullout is generally used in elementary school settings. Students spend part of the school day in a mainstream classroom, but are pulled out for a portion of each day to receive instruction in English as a second language. Although schools with a large number of ESL students may have a full-time ESL teacher, some districts employ an ESL teacher who travels to several schools to work with small groups of students scattered throughout the district. ESL class period is generally used in middle school settings. Students receive ESL instruction during a regular class period and usually receive course credit. They may be grouped for instruction according to their level of English proficiency. The ESL resource center is a variation of the pullout design, bringing students together from several classrooms or schools. The resource center concentrates ESL materials and staff in one location and is usually staffed by at least one full-time ESL teacher. The teacher's use of the children's first language is limited primarily to clarification of English instruction. Most students are mainstreamed after 2 or 3 years. .
Redesignation occurs when a child knows enough English to participate in the mainstream. All studies, whether done by advocates or opponents of bilingual education, show that this takes about five years. When redesignation rates rose in Los Angeles Unified School District recently, supporters of Proposition 227 claimed success. Redesignation rates in Los Angeles did in fact improve: A tenth of a percent in 1999, and about two percent since 1998. Proposition 227 has been in effect only two years, not enough time to show an effect. Redesignation rates in Los Angeles Unified district have been increasing for the last ten years, from about four percent in 1990 to ten percent in 2000. In the early 1990's, Los Angeles Unified greatly improved its bilingual education program. It appears that bilingual education deserves the credit for the improvement, not Proposition 227.