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(History of Race, Compiled by DCYF, 2020)

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This court case was between the Chinese-speaking students and the San Francisco School district in the year 1970. The Chinese-speaking students were not receiving proper support and instruction in relation to their English proficiency. The final decision of this court case was a majority rule that these acts were in violation of the 1964 Civil Rights Act. That being said, it was decided that students who have a first language that is not English should be given language support. From this came the Lau Remedies that were made to ensure bilingual programs like English as a Second Language were in place. This court case is immensely important for bilingual education as it provided students with the programs that they need to succeed in a school where English is the primary language. As a result of this court case, ELLs were provided with the services that we have today. This court case shined a light on the needs of the students and provided them with the tools that they need to succeed (Baker & Wright, 2021, p. 185).

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(History of American Education and the Movement for the Common Core 1989-2015, n.d.)

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Improving Americas Schools Act (ISEA) (Reauthorization of ESEA) (1994)

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Improving Americas Schools Act (ISEA) (Reauthorization of ESEA) (1994)

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The Improving Americas Schools Act (ISEA) was signed by President Clinton in 1994. ISEA placed importance on higher academic standards for students who spoke English as a second language. This also included the idea of offering differentiation within instruction. This act had the intention of improving education reform. The act resulted in more funding to be provided by the states for the students. There was a larger focus upon the "quality and standards" of education for these students (Baker & Wright, 2021, p. 187). This is important for bilingual education today because it allows ELLs to not only succeed in their own specific areas but to excel in comparison to all of their classmates. This is important when considering the equal and higher expectations for these students. This act emphasizes the idea that language is a tool not an inhibitor.

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(English-Only to the Core. Rethinking Schools, Bale, n.d.) 

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Proposition 227 was caused by the large influx of English Language Learners in California. This proposition is described as "English for the Children" which was set to make English the only language allowed in school instruction for the state of California. This proposition was presented with the justification that this method was the most effective and efficient way for students to learn English in a school setting. Regardless of language knowledge, all students were to learn English in English. There was a large regulation on all bilingual programs making it almost impossible to provide these services to students. This proposition was seen by other states in which they created similar limiting regulations as this one (Baker & Wright, 2021, p. 188). This proposition is important for bilingual education today because it is a great example of the hardships that ELLs have been put through in the past. Educating people in regards to bilingual education and programs is essential and in order to fully understand it you need to understand the past and see where it stems from. The progress that we have made in this field since then is outstanding but, that does not discredit the struggles of the past.

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The Seal of Biliteracy is an award to students who graduate high school as bilinguals. This seal is provided on behalf of the school, school district, county office of education, or state. This was brought to light by a non-profit called "Californians Together" which worked to advocate for ELLs in California. This seal is given to recognize these bilingual students for their skills. Soon after, the Seal of Biliteracy became a national idea, surpassing the state of California. This seal received support from the National Association for Bilingual Education and the American Council of Teachers of Foreign Languages. The seal goes past solely recognizing achievement as it holds some weight in economics as well. This seal will benefit a person when applying for jobs who are in need of bilingual speakers (Baker & Wright, 2021, p. 194). This Seal of Biliteracy is important for bilingual education as a whole because it draws attention to the hard work and efforts of bilingual students. It emphasizes that through the struggles and hardships they may have had, they succeeded and are prepared to start their adult life.

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(Every Student Succeeds Act (ESSA) / About ESSA, n.d.)

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Every Student Succeeds Act (ESSA) (2015)

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Every Student Succeeds Act (ESSA) (2015)

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ESSA was signed by President Barack Obama in December of 2015. The signing of this act was the end of the No Child Left Behind Act (NCLB). This is because the goal of ESSA was to make up for some of the factors that were neglected within NCLB. The Every Student Succeeds Act allowed for more flexibility for goals, annual testing, standards, and achievement. This also brought children's English Proficiency into play when thinking about targets for achievement and measures of said achievement. It also encouraged more long term goals to be set as opposed to solely relying on test scores. The idea behind this was to allow students to have more individualized goals within their subgroup. There is also more flexibility surrounding how state Math and ELA scores are used for ELL students (Baker & Wright, 2021, p. 195). This is important for bilingual education today because it allows students to complete individualized goals that are right for themselves and their English Proficiency. This will cause students to in turn be more successful since they are focused on their own personal needs.