Educational Equity Policies and the Centralization of American Public Education: The Case of Bilingual Education

Abstract

Sixty years ago, federal guidelines regarding the instruction of special populations in American public schools were nonexistent. Racial minorities, language minorities, women, the poor, and those with physical and mental disabilities had not been identified as groups that needed special protections. Much has changed since then. Federal legislation that is designed to ensure that all of these groups have access to equal educational opportunities in the United States is now in place. This article examines the evolution of policies surrounding bilingual education to illustrate that the need to ensure the educational opportunities of certain student populations compelled the federal government to become more involved in the governance and oversight of American public education. The implementation of such federal “protection policies” designed to expand educational opportunities for traditionally underserved groups of students ultimately fortified and solidified the federal government's more pronounced role in public education.

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