This case study examines the historical and current educational realities of emergent bilingual students in Texas. The continued underperformance of Emergent Bilingual students despite federal and state policies that provide additional funding and support for this student population incites questions on how to address educational gaps between their monolingual peers. The current immigration trend in the United States draws attention to the increasing number of Emergent bilingual students enrolled in public schools. This case benefits students in the K12 educational leadership courses as it pertains to addressing the legislative, instructional, programming, and societal factors that affect the attainment of equitable education for Emergent Bilingual students.
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