The period is defined by equity-centered, data-driven scholarship on bilingual schooling, supported by large-scale district data that reveal enduring academic and social benefits for English learners. Methodologically, researchers employ longitudinal analyses, cross-language assessments, and meta-analytic triangulation to understand how L1 and L2 proficiency relate to reading, writing, and math, while foregrounding access, representation, and sociocultural empowerment. A growing emphasis on critical consciousness and authentic biliteracy reshapes objectives in two-way dual language education and shifts program evaluation toward sociocultural impacts and equitable practice in school psychology.