The Coalition for Educational Excellence for English Language Learners (CEEEL) recently called on State Education Commissioner Richard Mills to 'take immediate and deliberate action' in response to the 'systemic crisis' for English language learners in New York City.

In an open letter to the commissioner, CEEEL coordinator Luis O. Reyes offered a snapshot of the current state of language education in the city and proposed policy direction and action items for the State Education Department.

Among the many coalition members co-signing Reyes' letter is NYSUT Vice President Maria Neira.

A copy of the letter is available below and also at the Web site of the Institute for Language and Education Policy, a nonprofit organization "dedicated to promoting research-based policies in serving English and heritage language learners."

Systemic Crisis for English Language Learners in New York City

To: New York State Education Commissioner Richard Mills

Cc: Office of Bilingual Education Committee of Practitioners et al.

BC: CEEELL and Media Lists

From: Luis O. Reyes, Ph.D., Coordinator, Coalition for Educational Excellence for English Language Learners (CEEELL), and others (individuals and organizations listed below)

Subject: RESPONDING TO THE SYSTEMIC CRISIS FOR ENGLISH LANGUAGE LEARNERS (ELLs) IN NEW YORK CITY

Given:

• the high 4-year English Language Learner (ELL) dropout rate (June 2007): 29.4% statewide,
• the low 4-year ELL graduation rate (June 2007): 25.2% statewide; 23.5% in NYC,
• the still low 5-year (37.7% for the 2002 cohort) and 6-year ELL graduation rates (44.3% for the 2001 cohort),
• the very low proportion of ELLs graduating after 4 years with a Regents diploma: 9% in 2005 and 10% in 2007, compared with 43% and 41% respectively for NYC as a whole,
• the decreasing % of ELLs in transitional bilingual programs in New York City: 37.4% in 2002-03 and 21.6% in 2007-08, The increased % of ELLs in ESL-only classes in New York City: 53.4% in 2002-03 and 69.1% in 2007-08 -the lack of access to new small high schools over the last 3-4 years outside of the new International High Schools,
• Nearly one-third of high school ELLs in New York City being provided no ELL instruction, according to preliminary findings from an upcoming New York Immigration Coalition report,
• the lack of equal access for ELLs to charter schools in New York City: 2-3% ELL enrollment despite citywide 13-14% ELL enrollments over the last 3-4 years,
• the lack of required coursework re ELLs for principals, especially considering all the new schools opened under Chancellor Klein,
• the lack of dedicated $s for ELLs in New York City's Con tract for Excellence (C4E) Plans (citywide or districts) during 2007-08 fiscal year,
• the lack of adequate fiscal accountability re the new C4E funds in last year's state budget and in this year's 2008-09 state budget (despite the additional $70M in Foundation Aid generated by New York City ELLs (i.e., t here is allowable use of C4E $s for ELLs, but no required use of C4E $s for ELLs), and
• the lack of any significant enforcement action by Regents and the State Education Department (SED) to require the New York City Department of Education to meet its obligations under state law, regulations, and legal mandates re: identification and placement of ELLs in appropriate programs, equal access to new instructional programs and schools, adequate funding to meet ELLs' instructional and support service needs, and providing a sound basic education to ELLs (including graduation with a Regents high school diploma).

Therefore,

We call on the New York State Board of Regents and the State Education Commissioner to take immediate and deliberate action, including to:

• Ensure that policy and programmatic decisions are made on the basis of the latest research on ELL instruction,
• Develop an SED action plan for New York City to meet annual targets for increased ELL graduation rates tied to allocation of new Foundation Aid/ and Contract for Excellence funds,
• Improve fiscal accountability re ELL funding built into the budget law and Regents regulations,
• Build upon recent steps to improve ELL outcomes in New York City, including a $7 million dollar ELL Grant Initiative pilot program and increased accountability for ELL funding and services,
• Improve SED monitoring and full enforcement of federal, state and court mandates, especially in New York City, given the issues raised above,
• Initiate an Annual Demographic and Performance Report on ELLs by school district modeled on the New York City Department of Education's annual report, and
• Appoint an Assistant, Associate or Deputy Commissioner re ELLs in the State Education Department empowered to bring an honest and comprehensive assessment of ELL conditions to the attention of the Commissioner and the Regents and to recommend to the Commissioner appropriate action to be taken by the Regents and the Commissioner.

Respectfully,

• Luis O. Reyes, Ph.D., Coordinator, Coalition for Educational Excellence for English Language Learners (CEEELL)
• Maria Neira, Vice President, New York State United Teachers
• Wilda Ramos, President, New York State Association for Bilingual Education
• Chung Wha Hong, Executive Director, the New York Immigration Coalition
• Lillian Rodriguez-Lopez, President, Hispanic Federation
• Matthew Lenaghan, Deputy Director, Advocates for Children
• Wayne H. Ho, Executive Director, Coalition for Asian American Children & Families
• Ana Maria Archila, Co-Executive Director, Make the Road New York
• Khin Mai Aung, Staff Attorney, Asian American Legal Defense and Education Fund
• Vladimir Epsteyn, Executive Director, Metropolitan Russian American Parent Association
• Mae Lee, Executive Director, Chinese Progressive Association
• Billy Easton, Executive Director, Alliance for Quality Education
• Leonie Haimson, Executive Director, Class Size Matters
• Dr. Dolores Fernandez, President of Hostos Community College, City University of New York
• Carmen Perez Hogan, Bilingual Educator
• Ofelia García, Ph.D., Professor, Graduate Center, City University of New York
• Isabel Cid Sirgado, Ph.D, Professor of Spanish and Comparative Literature, Baruch College, City University of New York
• Patrick J. Sullivan, Manhattan Member, Panel for Educational Policy
• Norm Fruchter, Annenberg Institute for School Reform
• John M. Beam, Executive Director, National Center for Schools and Communities, Fordham University
• Betsy Combier, President and Editor, The E-Accountability Foundation
• Sam Coleman, member of NYCoRE (New York Collective of Radical Educators)
• Juliet Luther, Bilingual Educator, Bronx, NY
• Miguel Melendez Dr Aida Rosa, Retired Principal, PS 30, Bronx, NY
• Eugene Falik