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ELL Grad Rate in New York City Rises 10 Percentage Points

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I've pointed out in articles or blog entries about half a dozen times over the last half year how New York City has an abysmally low graduation rate for ELLs.

So it's only fair that I report that the graduation rate for ELLs increased 10 percentage points for the class of 2008 over the class of 2007, according to data that was just released this week.

Here's an excerpt from a post by Gotham Schools about the city's graduation rates:

The most remarkable increase came in the form of a 10-percentage point boost for the city’s English Language Learners—students who are still learning English. In 2008, the graduation rate for these students was about 36 percent, up from 25 percent in 2007. Schools chancellor Joel Klein attributed this jump to the growth of small schools that cater to ELL students.

The ELL graduation rate in the Big Apple now matches the ELL grad rate in New York state as a whole.

A 10 percentage point increase in a year for a large urban district for a group of students who are challenging to teach is nothing to sneeze at.

1 Comment

Very good. The district was under enormous pressure. I think some of the problems are that there are so many ESOL students that they are often put into schools with very few or no native speaking students. Also, with better students (native speakers) generally choosing to attend smaller schools, ESOL students are forced to attend the larger schools. I never understood the fear of ESOL students, which can't be extended to special education students because of legal restraints. In larger districts you also find offcials obsessed with special programs with ESOL students that don't exist in smaller districts. I suspect that the students without the special programs and in the smaller districts do better. The staff and people around the students are more flexible and able to cater to the needs of a particular student rather than just placing them in a newcomers program or sheltered English program. The students have more access to the regular curriculum and the student body.

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