8.15.2014 | The Grades 3-8 English Language Arts (ELA) and Math scores released Thursday show only limited progress for New York City’s students. In particular, students with disabilities and English Language Learners (ELLs), who are some of our most vulnerable students, continue to be left behind their peers. The wide persistent gap between the scores of students with disabilities and ELLs with their peers must be addressed. There needs to be a more dedicated effort to offer increased instructional supports and build school staff capacity to support students with disabilities and ELLs as New York continues the rollout of the Common Core standards.
Beyond instructional supports, the New York City Department of Education must begin to think more expansively about providing students with disabilities access to the Common Core curriculum through the use of Assistive Technology and instructional materials accessible through a variety of formats – written, spoken and visual.
In addition, New York State must offer assessments that more accurately reflect instruction received by ELLs. ELLs who have arrived within the past two years should be exempt from participating in ELA assessments as they receive instruction intended to acquire sufficient knowledge of the English language. ELLs enrolled in bilingual education programs should have access to Native Language Arts (NLA) assessments which are more accurate measures of growth than ELA assessments. View statement