Our cross-case analysis employed a Layers of Analysis Framework (LoAF) to establish its use as a methodological framework for deconstructing policy text in education. Existing methods of analysis are largely theoretical and lack concrete procedures for analytic replication. Robust measures of investigation are needed to enhance policy studies and to offer researchers alternatives to understanding social problems. We examined the policy discourses of four state language-of-instruction policies in phases: individual case, within-group, and between-group, using a neo-institutional and postmodern lens. Three key findings emerged: (1) discourse style used in policy construction establishes expectations for students; (2) state relationship structure has the potential to positively or negatively impact student success; and (3) education is a political arena comprised of social manipulations and misalignments. Recommendations include expanding the LoAF to substantiate its use as a methodological framework for critically analyzing policy discourse.