In reviewing the test scores for New York City students, we are concerned about the persistent gaps that exist for students with disabilities and English Language Learners (ELLs). Teaching students to read is one of the most fundamental tasks of schools. We are disappointed to see a 40 point gap in reading scores between students with disabilities and their nondisabled peers and a 40 point gap in reading scores between ELLs and students who were never ELLs. With the vast majority of ELLs and students with disabilities failing to score proficiently in reading, the City must do more to support these students and ensure that they receive high-quality, evidence-based instruction that targets their individual needs.