Politicians debated about the quality of education, scientific creativity and competence to compete in the international world. New ideas started arising around the need for foreign language instruction in the classroom. A year later, in 1958, The National Defense Education Act was passed. This law supported foreign language learning in elementary schools, high schools, and universities. 

The National Defense Act allowed schools to reintroduce foreign language into education again. Although the curriculum was a far cry from being bilingual and heavily favored English, the law was an important stepping stone to bring bilingualism back into the classroom. 

In 1963 there was a large exile of Cuban citizens. They believed they were only in exile for a short period. Using their trained professional teachers, the middle-class Cubans were able to set up a Spanish-English bilingual school. Likely because of their goal of educating in English, the exiled Cubans were seen as unquestionably loyal to US policies. The Cubans gained sympathy from the community. All of these circumstances amalgamated in receiving political support and funding for Dade county for their bilingual program

In the mid-1960s the National Education Association reported on the dire educational needs of the Mexican- American students. The NEA called for legislation supporting bilingual education. The NEA set up schools in many cities with a high Spanish-speaking population. These school benefited from the example set by Coral Way Elementary. The establishment of Coral Way shows the beginnings of laws and legislation to support bilingual education.

In the 1980s and early 90s the ESEA took a back seat in the Reagan and Bush administrations. They believed that it was wrong to have an open bilingual education program. They wanted American citizens to learn English so that they could get a job in the job market. To them, bilingual education was taking away from English language competence. They favored submersion and transitional programs. 

In 1994 Bill Clinton re-authorized the ESEA as the Improving America’s Schools Act (IASA). This reform aimed to provide children with an enriched educational program. The new Title VII provided additional funds for specific groups such as immigrants. Proficiency in bilingualism became a desirable goal when it brought economic benefits to individuals and to the nation. 

In 1994 full bilingual proficiency was recognized as an educational goal. The Act recognized speakers of different Native American languages. It sought to bring bilingual students into the mainstream, making their needs difficult to be ignored in policy making. 

However, the requirements to earn the Seal vary across states, districts, and schools. ELL students are able to earn their Seal by reaching the proficiency level on several English exams. English speaking students can attain marginal skills in a second language and still be awarded the Seal of Biliteracy. Regardless of the method to obtain the Seal, the award recognizes the benefits of fluency in two languages. The students are being praised for their bilingualism for the first time rather than being marginalized for it.