There is an upsetting paradox at play in New York’s schools. America’s ethnic, cultural and religious diversity is a great strength and that strength is clearly evident in our public schools, the one place where children from all backgrounds can come together – to share ideas, to play, study and learn.
Some 200,000 students in our classrooms – about one in eight – are new to this country and are considered English Language Learners. ELL students, concentrated in New York City and the large urban centers upstate, represent more than 170 cultures and languages.
The great paradox is that, even as ELL students grow in numbers – and are spread through more than 525 school districts in rural, suburban and urban schools in all corners of the state — funding to support opportunity and equality for ELL students is severely threatened by the state’s budget crisis.
The proposed executive budget would dramatically cut support for the Big 5 school districts, which serve more than three-quarters of the state’s ELL students. And, the devastating cuts – if approved – come even as a new study by the New York Immigration Coalition shows that ELL students require roughly double the funding support as students native to this country, and resources allocated to ELL students are not always spent appropriately.
A strong, reliable funding stream for ELL is critical. Already, just one in four ELL students graduate within four years. After six years, just 44 percent of ELL students have graduated high school.The achievement gap for ELL students is real and must be closed.
Those in the state’s education community, especially teachers and other educators who work with English Language Learners, know the tremendous contribution students and their families make to our communities. But, it’s also true that many ELL students need far more support than they are getting.
The state budget adopted this spring must recognize the importance of educating all students, and ensure that ELL students receive the programs and supports they need to graduate, and to go on to complete college and enter the workforce with 21st century skills so they can have successful futures and continue to contribute to our great nation.
Maria Neira is vice president of the 600,000-member New York State United Teachers.
(4 votes)
Loading ...
The ELL students that have entered my classroom have demonstrated a broad spectrum of educational backgrounds. Some students have developed their native languages; others have not developed their native languages, therefore, the generalizations that can transfer knowledge from one language to another is not there. To add further frustration for these students, the testing that they must face after one year here is denigrating and has made my students feel that what they have learned thus far is inconsequential. So far from the truth! Content areas move faster than their acquired new language, therefore, does the majority of students ever feel that they are shoulder to shoulder with their English speaking peers? The entire system needs to be revamped. We continue to put bandages on a system that truly needs triage!
Please note that the Thirteen/WNET editorial staff reserves the right to not post comments it deems to be inappropriate and/or malicious in nature, as well as edit comments for length, clarity and fairness. No solicitations or advertisements will be allowed. Users may link to other Web sites relevant to discussion, but most often links to commercial Web sites will not be permitted.