ABSTRACT
At the national level, the aim has been to provide equal educational opportunity to underachieving students. At the federal, state, and local school district levels, policy makers and the public have urged changing teaching methods, adopting new curricula, allocating more funding and holding educational institutions accountable. Such actions have and will continue to affect bilingual students directly. Still, the active track record of policy action has not left a clear path; it is one to be negotiated. It is this complex collage of policy that this chapter addresses with the goal of informing those that are providing direct instructional services to bilingual students.
