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.