Bilingual education in the US has confronted several reform efforts in the past 50 years.  The primary purpose of offering bilingual programs was to support emergent bilingual students in their native language while scaffolding their English language acquisition.  The argument was that if students have a strong literacy foundation in their native language, this will better facilitate their academic engagement in English.  These were widely known as transitional bilingual programs.  Presently, these transitional programs that were introduced to support emergent bilinguals have been vigorously replaced by dual-language (DL) programs.  There are various models of DL, but the idea is that classrooms with equal proportions of native speakers of the two languages of instruction (normally Spanish and English) and equal proportions of instructional time in those languages, students will become fully bilingual when they exit the program.  DL programs are gaining a lot of attention and are rapidly growing across the country.  While teaching in a DL school, I have observed sharp demographic shifts of the students enrolled in our school.  They come from more privileged backgrounds.  The cause of this trend is is exactly what I'm interested in examining.  This shift could be caused by the increased awareness of the benefits of bilingual education from those parents who are more educated and/or privileged, thus seeking this type of education for their children.  Another possible cause could be how school leadership manage and promulgate the program to favor financially and politically resourceful families.  I hope the results of this study can be used to spread awareness of the disparities facing DL education and to help create policies around equal access in education.