The purpose of this study is to examine bidialectalism as an educational policy. The study is in two major sections: the first portion is concerned with the problems inherent in the policy process itself, with those aspects of educational decision-making which combine to make reasonable policy outcomes difficult to achieve; the second section reviews in detail the development of bidialectal language arts policies, studying not so much their success or failure as their value content. The study found that there is no clearly demonstrated need for the students in question to learn standard English; the costs of all bidialectal programs thus far designed are too high; important data about language differences and useful alternative policies have been overlooked; early trials offer little hope for successful dual-dialect teaching; bidialectal programs may harm the self-concept and group identification of students; and such programs run counter to the best interests of society at large. Alternative policy proposals are suggested for building a more realistic and ethically sound language arts curriculum for minority students. (Author/RB)