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The restoration of bilingual education in the United States began in the second half of the 20th century. In 1963, Cuban exiles established the first modern dual language school, Coral Way Elementary School, in Dade County in South Florida. The educated, middle-class Cubans set up this Spanish-English bilingual school in efforts to maintain their mother tongue of Spanish. They employed highly trained professional teachers who were prepared to incorporate multiple languages into their curriculum. Bilingual education in Dade County received both political support and funding due to the success of Coral Way.

The founding of Coral Way Bilingual Center laid the blueprint for other bilingual schools across the United States. This school brought attention to the educational needs of bilingual students, and eventually led to legislation supporting bilingual education (National Education Association, 1966). The Association conducted surveys and collected data to document the innovative school programs making use of Spanish in their curriculum. The reestablishment of bilingual schools in the United States has benefited from the success of Coral Way Elementary School.

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In 1967, the Bilingual Education Act was passed as an amendment of the 1965 Elementary and Secondary Education Act. Originally, the legislation focused on helping mother-tongue Spanish speakers who were viewed as failing in the school system. The amendment expanded support to include all students for whom English was not their native language. In 1968, the Bilingual Education Act indicated that bilingual education programs were to be seen as part of federal educational policy. Declaring these programs as part of the federal education policy, authorized the use of federal funds for the education of speakers of languages other than English. Enaction of this act also undermined the English- only legislation that still took place in many states. In addition, the Bilingual Education Act allocated funds for minority language speakers while they shifted to working through English in the classroom.

The Bilingual Education Act provided funding and academic support for individuals whom native language is not English. This support allowed bilingual education to receive more attention, and ultimately improved overall. The BEA led to developments of programs that adequately addressed the student's linguistic needs.

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The Title VII Bilingual Education Act of 1968 provided a compensatory 'poverty program' for the educationally disadvantaged among language minorities. The original Bilingual Education Act lacked a definition of bilingual education and did not require schools to use a child's home language other than English. Title VII provided clearer definitions of bilingual education and required schools receiving federal funding to include teaching in a student's home language.

By incorporating the student's home language in the classroom, effective progress in student achievement could occur via the student's home language or via English.

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The 'English for the Children' initiative was presented in 1998 as an effort to improve English language instruction for children who needed to learn English for economic and employed opportunities. This proposition aimed to outlaw bilingual education in that state. Bilingual education programs were greatly restricted and required waiver provisions of the law to be met. Rather than bilingual education, sheltered English immersion programs were put in their place. After five years of the implementation of Proposition 227, there was no evidence that the English only programs mandated by Proposition 227 were superior to bilingual education models.

The passing of the English for the Children initiatives drastically hindered the progress of implementing bilingual education in the United States. This made it more difficult for bilingual students to receive the proper education they needed due to more stringent provisions. Parental choices were severely limited, and the threat of personal lawsuits arose as a consequence of not complying.

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The No Child Left Behind (NCLB) act was approved on December 13, 2001. The NCLB re-authorized the ESEA and remained in effect for over a decade. NCLB introduced the term 'Limited English proficient' (LEP).  The LEP brought back a deficit view of students, focusing on what they lack rather than focusing on who they are. The view was on a lack of English rather than an emergent bilingual. The NCLB eliminated the direct encouragement of and specific funding for bilingual education. NCLB did not require any specific bilingual education program, but only the educational approach be 'scientifically based'.

The NCLB was significant because it held states, districts, schools and teachers accountable for the academic performance and English language development of LEP students.