racks" that failed to prepare them for college; (3) lower expectations by teachers toward their minority students; (4) and the misuse of tests by school personnel resulting in "erroneous test data and misjudgments concerning academic potential and goal orientations of minority students" (Valencia, 1992, p. 133). As a result of these failures, the U.S. educational system gradually became more pluralistic in its approach (Banks, 1981, pp. 176-177). This was especially true after the passage of the Bilingual Education Act (Title VII of the Elementary and Secondary Education Act) in 1968. This act did not force schools to adopt bilingual programs; however, it encouraged the adoption of such programs by providing funds and other means of support (Lessow-Hurley, 1990, p. 11). With more bilingual programs, the educational opportunities for LEP children were dramatically increased.
Because it provides greater opportunities for students, bilingual education can act as an agent for positive change in the U.S. school system. Regarding this, studies have sh
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