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(ELL Policies Timeline, n.d., Timetoast)

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Th Lau v. Nichols court case helped open the view to see the inadequate education available to students with limited English proficiency. In 1970, native Chinese speakers attending the San Fransisco School District were not given the appropriate English instruction and support needed for their current level of English proficiency. There was a majority agreement in the case that it was violating the Civil Rights Act of 1964. As a result, it was ruled that these students, along with other students with a native language other than English, should not be placed into all English instruction, with no additional language support. Therefore the Lau Remedies were created which stated classes such as English as a second language, tutoring and bilingual programs are required to be available to all students. This court case helped advocate that these students need additional supports in order to be successful in the classroom. However, this case did not determine any specific expectations or requirements for non-english proficient students (Baker & Wright, 2021, p.185). This is essential for bilingual education as it brought about the topic of students' needs and brought to light that students need to be provided the supports and education appropriate for each individual student. This court case started to bring awareness to the changes needed for ELL's.

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1994: Reauthorization of ESEA to create the Improving America's Schools Act (IASA)

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1994: Reauthorization of ESEA to create the Improving America's Schools Act (IASA)

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The Improving America's Schools Act introduced higher academic expectations for students with English as their second language while also providing additional differentiated instruction. More resources and funding were provided for the students and held them to equal standards as students who were proficient in English by having it as their first language,( Baker & Wright, 2021, p. 187). This is essential for bilingual education today as it hold ELL's accountable for their learning by holding them to high standards. Although it also supports these students by providing extra resources rather than just pushing them into general education classes to learn on their own.

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(History of Multicultural Education, n.d., Timetoast).

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In years leading up to 1998 there was a significant increase in English language learners in California. As a result of this, the Proposition of 227, "English for the Children" was presented in California to make English the only language allowed for instruction in schools. It stated all students would learn English, in the English language for all circumstances. It also made bilingual programs essentially "illegal" with very high restrictions. The purpose of this is that it was believed this was the quickest and most effective way to ensure all students learned the English language in the school. After this was approved, nearby states created their own propositions for their state, varying slightly but having the same end goal with English instruction, (Baker & Wright, 2021, p. 88). It is essential people understand the importance and benefits to bilingual education and using languages other than english to be successful in the classroom in order the stop this happening again. As stated in the book, there was little evidence to this proposition leading any students learning english quicker than previously, (Baker & Wright, 2021, p. 189). At this time many people were not familiar or aware of how bilingual programs worked as they were more uncommon. Educating people and making sure people are aware of history regarding bilingual education will help benefit ELL's and their learning.

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(Santa Ana Unified School District, n.d., SAUSD).

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Under the Obama administration various programs were looked at in terms of education in schools. The 'Race to the Top' program was created which gave grants to schools and the ESEA Flexibility was created which allowed each of the states to create their own testing and accountability plans. However there was nothing implemented specifically for English language learners until 2011 when the Seal of Biliteracy was introduced. This was created to congratulate high school seniors for completing their education being bilingual. Students were recognized for their achievements and earned this 'seal'. This was a very high honor for students to receive this and even be looked at by future employers. However there were some concerns like: native english speakers who learned a second language receiving this more than, actual ELL students and if they would be used to a higher advantaged, like being recognized by employers (Baker & Wright, 2021, p.194). This is beneficial for English language learner still today because it is an honor specifically for these students, which there is not much of specifically for ELL's. Many have have had it academically and socially harder than the average student and this acknowledges their hard work. This can also help push younger students to continue to strive for success as this is a goal for them to reach in their future.

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(The74, 2022, America's Education News Source).

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The Every Student Succeeds Act brought an end to the No Child Left Behind Act when signed in 2015 by President Obama. This new act allowed for more flexible goal setting, measuring test scores and paying attention to subgroups achievement levels like, ELL's. English language learners are still held to certain expectations but these were created to be more flexible for this specific subgroup, not categorizing all students to have the same expectations. Students are still required to take math and english exams but each state has more flexibility with the goals and measuring of exams for the students, (Baker & Wright, 2021, p.195). This positively effects bilingual education today because it provides english language learners with a fair educational experience in order to become english proficient and successful in the classroom. It allows for individualized goals and expectations for all English language learners rather than to be categorizing all students into having the same academic goals.