The rising popularity of dual language education programs resembles gentrification in policy spaces where the influx of privileged newcomers coincides with some form of pushing out of the former beneficiaries or their interests, which can include the promotion or exclusion of certain program models. Using critical discourse analysis, we examined state policy documents regarding these programs for a trend in the U.S. toward what we call fiftyfication or 50:50 eclipse, that is, subtle or obvious privileging of the 50:50 model (equal language allocation) over equitable models that allocate more instructional time in the partner (non-English) language. Since quantitative research has consistently documented several advantages of equitable over equal language allocation, we argue that it is problematic to educational equity to find marginalization of equitable allocation in state policy documents. Such fiftyfication functions as part of what we term programmatic gentrification, one of three processes where programs, program options, and public discussion begin to provide less attention and benefit to marginalized communities than are provided to more privileged communities. Beyond the recognized case of Utah, we found six states whose policy documents contained contradictions and assertions that privileged 50:50. Delaware and Georgia emerged as heavily fiftyfied because they silenced or misrepresented relevant research, significantly privileged English-dominant students, reinforced intersectional English hegemony, and unethically overemphasized feasibility to rationalize fiftyfication. We discuss (a) consequences of this policy discourse for educational equity, (b) future research needed, and (c) ways the field can counteract 50:50 eclipse.

双语教育计划的日益普及与政策空间中的高档化类似，在这种情况下，特权新移民的涌入与某种形式的驱逐前受益人或他们的利益相吻合，其中可能包括促进或排斥某些计划模式。使用批判性话语分析，我们研究了有关这些计划的州政策文件，以了解美国朝着五十度或50:50蚀的趋势，即50:50模式（相等的语言分配）对公平的微妙或明显的特权。以合作伙伴（非英语）语言分配更多教学时间的模型。由于定量研究一直证明公平分配优于平等语言分配的几个优点，因此我们认为在国家政策文件中找到公平分配的边缘化对教育公平而言是有问题的。这样的五十种功能是我们所谓的程序化高档化的一部分，程序化高档化是程序，程序选择和公众讨论开始向边缘化社区提供较少关注和惠益的三个过程之一，而不是向特权更高的社区提供。除了公认的犹他州案例之外，我们发现了六个州，其政策文件中包含以50:50享有特权的矛盾和主张。特拉华州和乔治亚州崛起为五十多岁因为他们沉默或歪曲了相关研究，显着享有特权的英语学生，强化了英语交际霸权，并且在道德上过分强调了合理化五十年代的可行性。我们讨论（a）此政策言论对教育公平的影响，（b）未来需要进行的研究，以及（c）该领域可以抵消50:50的日食的方法。