Serving the learning needs of ELLS: A comparison of Florida and New York

Abstract

As the most recent authorization of the Elementary and Secondary Education Act of 1965, the Every Student Succeeds Act (ESSA) of 2015 provides guidelines for states to receive federal funding for education. In this policy brief, we compare and contrast how two states—Florida and New York—address three areas of the ESSA that significantly affect the schooling of English language learners (ELLs), situating them in light of current research-based recommended practices. In our analysis of these guidelines, we contrast plans from Florida and New York State, and discuss three considerations for meeting ESSA requirements and improving states’ educational services to ELLs: (a) providing access to native-language assessments and appropriate testing accommodations for students classified as ELL; (b) holding school districts accountable for ELLs’ progress toward English language proficiency and academic achievement; and (c) improving the quality of teacher preparation and availability of ongoing professional development for serving ELLs.