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In 1975, the Lau Remedies were a set of guidelines for schools established after the Lau v. Nichols decision.  These guidelines acknowledged the need for help for students who were "not proficient" in English. It included things such as English as a Second Language classes, English tutoring, and a form of bilingual education. These guidelines also somewhat expanded the the use of minority languages in schools, if only temporarily, (Baker & Wright, p. 186, 2021). This is important to bilingual education today as it fostered a fair amount of  growth to programs and established and acknowledged that people learning English need help.

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1968 Title VII, Bilingual Education Act, an amendment to Elementary and Secondary Education Act.

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1968 Title VII, Bilingual Education Act, an amendment to Elementary and Secondary Education Act.

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This act established grants in order to provide bilingual education to students who did not speak English and were economically disadvantaged . The original intent in 1967 was to was to assist heritage language Spanish speaking people. When passed in 1968, however, it served to make federal money available to speakers of languages other than English (Baker & Wright, p. 198, 2018). This is important for bilingual education today because it allowed some schools to bring home language into the classrooms. Although it sparked debate about home language usage in the classroom, it set precedent for using federal money for language learning programs.

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The Elementary and Secondary Education Act of 1968 was another important step for bilingual education. In particular, Title VII of that act, known as the Bilingual Education Act, established federal policy for bilingual education. Citing its recognition of "the special educational needs of the large numbers children of limited English-speaking ability in the United States," the Act stipulated that the federal government would provide financial assistance for innovative bilingual programs. Funding would be provided for the development of such programs and for implementation, staffing and staff training, and long-term program maintenance.

Title VII has been amended several times since its establishment, and it was reauthorized in 1994 as part of the Improving America's Schools Act. The basic goal has remained the same: access to bilingual programs for children of limited means.

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The Elementary and Secondary Education Act of 1968 was another important step for bilingual education. In particular, Title VII of that act, known as the Bilingual Education Act, established federal policy for bilingual education.

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This legislation sought to include ELL students in mainstream education and policies, taking the stance that students for whom English is a new language, can, and should achieve high academic standards. It made it difficult to ignore the needs of ELLs when making policies, (Baker & Wright, p. 198, 2021). This is important for bilingual education today in that it recognizes that students who are bilingual are able to learn and achieve in the same context as students for whom English is the heritage language.

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No Child Left Behind reauthorized ESEA and was in place for over ten years. Wile it reauthorized ESEA, it changed much of the language regarding English language learning to deficit focused, eliminated the Bilingual Education Act (replacing it with Title III), discouraged bilingual education, and mandated high stakes testing in content areas and English Proficiency (Baker & Wright, p. 199, 2021). This is important for bilingual education programs today as it encouraged deficit focused language, and influenced many teachers who are working in the field in today's schools.

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The Seal of Biliteracy is an award given to graduating high school students who have gained proficiency in two or more languages.

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The Seal of Biliteracy was first given in California in 2011. It has since been adopted by most states and serves to recognize students for their achievement in becoming proficient in two or more languages. This is important for bilingual education today because it is an official recognition of the skill and dedication required in bilingualism. It also serves to move away from the restrictive view of bilingual education (Baker & Wright, p. 194, 2021).