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During this time European immigrants arrived to the United Staes, creating more than 300 indigenous languages in the US. Linguistic diversity was accepted and encouraged up until World War 1. Although there was debate over the national language, there were early pioneering public and private bilingual education in the United States. In the mid-19th century there were many German-English schools. For instance, in Ohio, Pennsylvania, Missouri, Minnesota, North and South Dakota, Wisconsin, and Texas many bilingual and monolingual schools existed. In the later half of the 19th century, English monolingual education was dominant. However, in some major cities, such as Cincinnati, Baltimore, Denver, and San Francisco, dual language bilingual education was present. This is an important aspect to Bilingual Education because it was the time period were many languages were spoken due to the increase of immigrants and it started bilingual schools.

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In the early 20th century bilingual education was permitted; however, that soon changed and bilingual education was restricted. Immigrant's lack of English language and English literacy was seen as a social, political, and economic concern. This lead to the Nationality Act of 1906, which required immigrants to speak English to become American, and led to the belief of a common language for schooling. From there on schools, whether public or private, were to be held in the English language. This was even greater of a push during World War 1. The Meyer v. Nebraska case of 1923 outlawed the teachings of any of language besides English during school hours. This is an important aspect of Bilingual Education history because it forced citizens to learn English to become "American", which fostered to the decline of mother tongue languages.

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The Lau v. Nichols was a case on behalf of Chinese-speaking students against the San Francisco School District. The case discussed whether or not non-English-speaking students were receiving equal educational opportunities in a language they could not understand. Which they were not. It was ruled that the San Francisco School District was violating the Civil Rights Act of 1964. They found the district was denying these students equal educational opportunities and hindering their chances of fully participating in school due to the language barrier. This court case establish that schools are to provide language programs for those not proficient in English necessary. This ensures students receive equal educational opportunities. This is an important aspect to Bilingual Education because it reinforced students need equal educational opportunities and ensures bilingual students receive the supports they need to succeed.

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The No Child Left Behind Act (NCLB) aimed to improve educational outcomes for all students, especially for ELLs. Then act emphasized accountability, standardized testing, and closing achievement gaps. The NCLB focused on what students lacked (English) rather than on focusing on who they are (emergent bilinguals) and what they are doing (learning English). Schools were required to include ELLs in standardized testing, requiring schools to monitor these students English learning. NCLB also provided federal funding for programs that supported bilingual education that aimed to help ELLs achieve English proficiency while maintaining their native languages. Although bilingual programs were still accepted, it was up to each state to determine their program models eligible for funding. Which forced states and schools to use supports that were "scientifically based". Although still at this time Bilingual Education was allowed, it was not encouraged, which resulted in the mandated high-stakes testing. This is still an important point in Bilingual Education history because it ensured students weren't being left behind due to their native languages, and it also provided funding for schools to succeed in these areas.

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Every Student Succeeds Act (ESSA) was signed into law by President Barack Obama in 2015 and replaced the No Child Left Behind act. However, it provided greater support for bilingual education and English Language Learners (ELLs). Schools were still held accountable through testing of content and English language proficiency, but there was more flexibility in achievement goals along with multiple measured assessments. Schools still needed evidence-based strategies to improve academic performances of ELLs, ensuring they are receiving the necessary supports to succeed in school. ESSA also provided funding for various educational initiatives, including those specifically designed for bilingual education and language acquisition programs. This financial support helped schools develop effective instructional strategies for ELL students. The ESSA also required professional development for educators working with ELLs. The ESSA created more successful opportunities for bilingual students, while holding schools accountable.