A longitudinal sociological study was conducted on the impact of the implementation of the Bilingual Education Act and the Aspira consent decree in New York City. The study sought to develop a theoretical framework for analyzing the participation of the Puerto Rican community ln the implementation of the bilingual education policies. The question of whether federal laws and the courts can protect the educational interests of language minorities was investigated. Bilingual education provided in connection with the Aspira consent decree was directed to Puerto Rican students who were unable to participate effectively in classes taught only in English. The political development and educational problems confronting Puerto Ricans before and after federal endorsement of bilingual education were analyzed. It is suggested that it has been difficult for new groups to use the traditional political process to promote and protect their interests. The data reviewed suggest that the federal policies concerning bilingual education have provided some limited resources to promote the educational and economic interests of the Puerto Rican community in the school system. Limitations concerning the Aspira consent decree are discussed. (SW)