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President Obama's photos when signing for ESSA

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Date: December 10, 2015

Summary: On December 10, 2015, the Every Student Succeeds Act (ESSA) was signed into law, replacing the No Child Left Behind (NCLB) Act of 2001. ESSA reauthorized the Elementary and Secondary Education Act (ESEA) and introduced significant changes to federal education policy in the United States. Unlike NCLB, which emphasized standardized testing and top-down accountability measures, ESSA granted more flexibility to states and districts in designing assessment and accountability systems while maintaining a focus on improving educational outcomes for all students.

Importance: The flexibility in ESSA allows states to develop more culturally and linguistically responsive assessments that better reflect ELLs' language proficiency and academic progress. Unlike NCLB, ESSA encourages the use of multiple measures of student performance, including academic growth, graduation rates, and school climate indicators. ESSA requires meaningful stakeholder engagement, including input from educators, parents, and community members, in the development of state and district assessment and accountability systems. The replacement of NCLB by ESSA represents a significant shift in federal education policy towards greater flexibility, inclusivity, and stakeholder engagement in assessment and accountability systems. For ELLs, ESSA provides opportunities for more culturally and linguistically responsive assessments that better reflect their diverse needs and support their academic success.

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Former President Bill Clinton signs the re-authorization of the ESEA (IASA) in October 1994.

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Date: 1994

Summary: The Elementary and Secondary Education Act (ESEA) was re-authorized in 1994 as the Improving America's Schools Act (IASA) during Bill Clinton's presidency. This act was part of a broader educational reform initiative, which also included the Goals 2000: Educate America Act. The IASA aimed to improve educational opportunities and outcomes for all students, particularly those from disadvantaged backgrounds. Key aspects of the IASA included increased funding for schools with high numbers of low-income students, expanded support for bilingual education programs, and strengthened accountability measures to ensure educational standards were met.

Importance: The re-authorization of the ESEA as the IASA in 1994 was significant for bilingual education as it reinforced federal support for BLE and ENL programs. By providing additional funding and resources, the IASA helped schools develop and maintain programs that support students who are ELLs. This act and the people behind it highlighted the importance of ensuring that all students, regardless of their primary language, have access to quality education and the opportunity to achieve academic success. The emphasis on accountability and educational standards set by the IASA continues to influence bilingual education policies and practices today, ensuring that schools remain committed to addressing the needs of ELL students and promoting educational equity.

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Students learning at the Immigrants Development Center in San Francisco prior to 1974 ruling

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Date: January 21, 1974 (over 50 years!)

Summary: Chinese American students in San Francisco sued the school district for not providing supplemental English language instruction, arguing it denied them equal educational opportunities. The Supreme Court ruled in favor of the students, stating that the lack of language support violated the Civil Rights Act of 1964 by effectively denying non-English-speaking students equal access to education.

Importance: This landmark supreme court case established that schools must provide support to help non-English-speaking students overcome language barriers.

It further mandated the development and implementation of bilingual education and ENL programs in schools. The case highlights the ongoing need to address systemic barriers that ELLs face in accessing quality education. This includes ensuring that schools have adequate resources, trained personnel, and effective programs to meet the needs of a linguistically diverse student population. It continues to be relevant and references to this day.

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This is a picture of President Lyndon B. Johnson making comments after signing the original ESEA

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Date: 1968

Summary: The Title VII Bilingual Education Act was enacted in 1968, an amendment to the Elementary and Secondary Education Act (ESEA) of 1964. The amendment provided federal funding to support bilingual education programs in schools across the United States. It aimed to address the educational needs of English language learners (ELLs) by offering instruction in both their native language and English, with the goal of helping them achieve proficiency in English while maintaining their academic progress.

Importance: This amendment acknowledges the need for ML's to have additional supports in order to learn the content being taught. It enables schools to have the funding necessary to employ specialized teachers and have the neccesary resources for these students.

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Date: 1919

Summary: In 1919, the Americanization Department of the United States Bureau of Education passed a resolution advising that all educational instruction, both in private and public schools across the states, be carried out exclusively in English. This move was part of a broader effort to promote Americanization, which aimed to assimilate immigrants into American culture by encouraging the use of the English language and fostering a sense of national identity. While it was not a specific law or act, by 1923, 34 states has declared English as the sole language of instruction.

Importance:This resolution and movement surrounding it is important for BLE today to show how far it has come in progress, but also unfortunately how far it has to go because some people still believe in and agree with this idea of English-only instruction.